master plan - riverside unified school district · on the transcript of the graduating senior, ......

Riverside Unified School District English Learners and Student Support 3380 14th Street Riverside CA 92501

951-788-7135, x80206

“If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.”

Dr. Nelson Mandela

Master Plan

Instructional Services Dept., 8.2017

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David C. Hansen, Ed.D. District Superintendent

BOARD OF EDUCATION Mr. Brent Lee, President

Mrs. Patricia Lock-Dawson, Vice-President Dr. Angelov Farooq, Clerk

Mrs. Kathy Y. Allavie, Member Mr. Tom Hunt, Member

Riverside Unified School District prohibits discrimination, harassment, intimidation, and bullying based on actual or perceived ancestry, age, color, disability, gender, gender identity, gender expression, nationality, race or ethnicity, religion, sex, sexual orientation or association with a person or a group with one or more of these actual or perceived characteristics.

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1. District Contact Information p. 4

2. Dual Language Immersion Sites p. 5

3. Program Mission p. 6

4. Program Goals p. 6

5. RUSD Board Goals and Dual Language Immersion p. 6

6. Seal of Biliteracy p. 7

7. What is a Dual Language Immersion Program? p. 8

8. Why Choose Dual Language Immersion? p. 9

9. Dual Language Immersion Program Non-Negotiables p. 10

10. Dual Language Immersion Language Allocation Plan p. 11

11. Instruction in the DLI Classroom p. 13

12. Assessment and Evaluation in the DLI Classroom p. 16

13. Parental Involvement and Commitment p. 17

14. Application to the DLI Program p. 18

15. Moving Within the Dual Language Immersion Program p. 22

16. Frequently Asked Questions p. 23

17. Resources and Information p. 27

Table of Contents

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Instructional Services Division 3380 14th Street

Riverside, CA 92501

Instructional Services Specialist

Michelle Mitchell 951-788-7135, x80206

Administrative Support Venie Villegas

951-788-7135, x80321

District Contact Information

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Elementary Schools

Middle Schools Middle Schools

(Joining in 2020-2021)

High School (Joining in 2019-2020)

Dual Language Immersion Sites

Castle View Elementary School 6201 Shaker Drive Riverside CA 92506 951-788-7460 http://castleview.riversideunified.org

Washington Elementary School 2760 Jane Street Riverside CA 92506 951-788-7305 http://washington.riversideunified.org

Longfellow Elementary School 3610 Eucalyptus Avenue Riverside CA 92507 951-788-7335 http://longfellow.riversideunified.org

Jefferson Elementary School 4285 Jefferson Street Riverside CA 92504 951-352-8218 http://jefferson.riversideunified.org

Mt. View Elementary School 6180 Streeter Avenue Riverside CA 92504 951-788-7433 http://mountainview.riversideunified.org

Sierra Middle School 4950 Central Avenue Riverside CA 92504 951-788-7501 http://sierra.riversideunified.org

Gage Middle School 6400 Lincoln Avenue Riverside CA 92506 951-788-7350 http://gage.riversideunified.org

Fremont Elementary School 1925 Orange Stree. Riverside CA 92501 951-788-7466 http://fremont.riversideunified.org

Poly High School 5450 Victoria Avenue Riverside CA 92506 951-788-7203 http://poly.riversideunified.org

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Program Mission The Dual Language Immersion program offers Spanish speaking and English speaking students an

exciting, enriching and challenging educational opportunity. All students will learn to read, write, and communicate effectively in Spanish and English while achieving high levels of academic success. Students will have the bilingual skills and cross-cultural competencies needed to succeed in our multicultural society and global economy.

These are priceless gifts that will serve our children for a life-time. Dual Language Immersion

programs have been used successfully with English- and Spanish-speaking children in California for more than 25 years. Research shows impressive development of both second language fluency and academic achievement for both language groups.

Program Goals • Develop fluency in communication and literacy in Spanish and English without compromising either

language

• Achieve in all academic subjects according to district and state guidelines, in both languages

• Cultivate an understanding and an appreciation of other cultures, inspire self-esteem, and strengthen positive attitudes among students, their families and the community

RUSD Board Goals and Dual Language Immersion The three program goals of Dual Language Immersion align closely with the first three Riverside Unified School District Board Goals. The DLI program develops literacy in two languages; its high expectations for academic achievement and cross-cultural understanding prepare students for multiple college and/or career opportunities across the country and across the globe; and its continued inclusion of parents within the program helps strengthen relationships within our extended community. See all Board Goals below: Board Goals:

1. WE WILL MAKE LITERACY BY 3RD GRADE OUR PRIMARY FOCUS.

2. WE WILL GIVE HIGH SCHOOL STUDENTS COLLEGE AND CAREER READINESS OPPORTUNITIES.

3. WE WILL DEVELOP BETTER WAYS TO COMMUNICATE WITH OUR PARENTS AND COMMUNITY.

4. WE WILL ADOPT MULTIPLE ALTERNATIVE DIPLOMAS FOR HIGH SCHOOL GRADUATION.

5. WE WILL DEVELOP AN RUSD MASTER PLAN THAT ADDRESSES FUTURE GROWTH AND FUNDING.

6. WE WILL LOOK FOR WAYS TO STRENGTHEN OUR VAPA PROGRAMS TO A POINT OF EXCELLENCE IN THE REGION.

7. WE WILL LOOK INTO SUSTAINABLE FUNDING MODELS TO SUPPORT THE PREVIOUS FEE-BASED STUDENT ACTIVITY PROGRAMS.

http://www.riversideunified.org/board_of_education/board_goals/2013_goals

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Seal of Biliteracy “The State Seal of Biliteracy is an award given by the State of California in recognition of students

who have studied and attained proficiency in two or more languages by high school graduation. Appearing on the transcript of the graduating senior, the Seal of Biliteracy is a statement of accomplishment for future employers and for college admissions.” Californians Together

The Dual Language Immersion program recognizes the value of this Seal, and the importance it

places on bilingualism and biliteracy. In order to encourage students to continue on the Pathway to Biliteracy, the program celebrates student growth and accomplishments at the following junctures:

End of Kindergarten

End of 3rd Grade

End of 6th Grade

End of 8th Grade

End of 12th Grade

Type of Award

• DLI medal • Certificate

• DLI pin • Certificate

• DLI pin • Certificate

• Honor Cord • District

Certificate

• Tassel for mortar board • District Certificate • State Seal for diploma

Level of Achievement

• Initial steps toward bilingualism (listening and speaking in both languages)

• Initial steps toward bi-literacy (reading and writing in both languages)

• Linguistic and academic proficiency in both languages

• Grade Point Average of 2.0 in English Language Arts

• Grade Point Average of 3.0 in Foreign Language

• Grade Point Average of 2.0 in English Language Arts

• Clearly-demonstrated proficiency in a second language

For more information, go to http://sealofbiliteracy.org

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What is a Dual Language Immersion Program? “No child needs to lose a language to learn a language.” Dr. Kathryn Lindholm-Leary The Dual Language Immersion program differs greatly from earlier bilingual programs offered in many

California districts. Unlike those programs, Dual Language Immersion provides both native English speakers and Spanish speaking Academic English Learners the opportunity to learn to read, write, and communicate effectively in English and in Spanish while achieving high levels of academic achievement. This is an “additive bilingual” program, meaning that a child’s first language continues to be strengthened and augmented while he/she is gaining a second language. In addition, students have the opportunity to develop an understanding of and an appreciation for other cultures, develop a high self-esteem and experience positive interactions with people from other cultures and countries.

Participation in this program begins in kindergarten and students remain in the program through sixth grade and into secondary in order to reach and maintain high levels of proficiency in two languages. Both Spanish dominant and English dominant speakers are placed in the same classroom. Ideally, 50% of the students should be dominant speakers of Spanish, and the other 50%, dominant speakers of English. Bilingual students may also be included in the program. However, in any classroom configuration, dominant Spanish speakers should make up not less than 35% of the class, as they serve as strong models for the target language.

Instructional Program • Core content instruction in the classroom is in and through both languages. • The program follows the District’s core curriculum and uses state-adopted materials. • Grade-level Common Core State Standards are taught. • The delivery of the lessons are taught by using one language at a time. • Teachers are highly trained and receive continuous professional development to ensure best instructional

practice. Program Model Grades K-2: • Language Arts is taught in Spanish. • One or two content areas are taught in English. • 30 minutes of English language development is provided daily, using the Common Core State ELD

Standards.

Grade 3: • Formal literacy in English is introduced; Spanish literacy is maintained. • 30 minutes of English language development is provided daily, using the Common Core State ELD

Standards. • Other content areas are taught in Spanish.

Grades 4-6: • Instruction is split equally between English and Spanish. • There is a continued emphasis on English language development and academic vocabulary. • Language Arts and Math continue to be addressed in both languages. • High academic and linguistic expectations are in place. Grades 7-8: • Two subjects are taught in Spanish at each grade level. Grades 9-12: • At least one subject is taught in Spanish at each grade level.

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Making the decision to enroll a child in a Dual Language Immersion program is a personal one and may not be right for all families. The program encourages interested parents to take some time and learn more about how Dual Language Immersion works, its level of success across the nation and in our own district, and the type of commitment involved for both students and parents. We suggest parents peruse the internet, for example, and read about other programs and recent research, or visit the sites listed on the Resources page of this handbook. We invite them to talk with other parents who are already participating in a program, or to visit one of our DLI schools and see Dual Language Immersion in action. In order to support parents as they make this important decision, we have provided some bulleted thoughts regarding the benefits of Dual Language Immersion. Dual Language Immersion for All Students

• Our children will live in a global community and function in a global economy. The ability to recognize and accept diversity will be a necessity.

• The ability to speak English and Spanish is an unarguable advantage, particularly here in California, but also in many other parts of the US and in the world.

• Fluency in two languages may increase career opportunities!* • Research also indicates that bilingualism delays the onset of dementia and Alzheimer’s!* • Research indicates that bilingualism leads to cognitive benefits. Bilinguals may be smarter!*

Dual Language Immersion for English Dominant Children In addition to the benefits already noted above:

• DLI allows our English speakers to develop fluency in a second language early on. • DLI provides English speakers authentic access to and interaction with another culture.

Dual Language Immersion for Spanish Dominant Children We believe that no child should have to lose a language to gain a language. But that is what we are finding with many of our Spanish dominant students once they enter Pre-School or Kinder. Their friends are speaking English, many have older siblings or cousins who are now speaking English, all the instruction is in English in the classroom, and English surrounds them in the community. They use their first language less and less at home and even though they may understand what is said to them in Spanish by other family members, they respond in English. Eventually, for many, Spanish is lost. Therefore, in addition to the benefits already noted above:

• DLI ensures that students who enter with Spanish as their first language maintain that language. • Students can continue to communicate with grandparents or other family members who may only

speak Spanish. • Spanish dominant students who may only have Listening and Speaking skills in Spanish also learn to

read and write in their first language at a high academic level. • Spanish speakers master the more formal use of Usted, which may not happen if Spanish is spoken

only at home. • Research indicates that learning to read in one’s home language promotes literacy in a second

language.* • Spanish is not lost so English can be gained!

* Click HERE for links to current articles and research.

Why Choose Dual Language Immersion?

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Dual Language Immersion Program Non-Negotiables

In order to ensure consistency across, collaboration within, and continued success of the Dual Language Immersion program at all sites, DLI teachers and administrators follow a protocol which reflects our eight non-negotiable principles of program implementation and classroom instruction. These principles were developed based on current Dual Language Immersion research, discussion with state consultants, and collaboration with other, already well-established, DLI programs. The following non-negotiable principles are reflected at each site, and in each classroom, across the district. 1. Use of Usted register while speaking in Spanish In Spanish, there are two levels of formality, or registers, that one employs when speaking with other people. The

first is an informal level which is used when speaking with family, friends, or with others in some type of informal setting. The second level demonstrates an increased level of respect, and is used with someone older, with someone you do not know, with a superior, or with someone to whom you wish to show increased respect. In order to maintain academic rigor in the classroom, and to ensure that both English dominant and Spanish dominant students attain fluency in both levels, the more formal Usted register is used in the DLI classrooms.

2. Fidelity to the instructional minutes assigned to each language per day, and per child

Ours is a 90/10 Dual Language Immersion program, with specific percentages for English and Spanish instruction by grade. It is critical to program success to maintain fidelity to these percentages. For more information on this, please see pages 11-12.

3. Fidelity to the language and academic register presented in the classroom and carried into the

community Teachers use only the language of instruction designated for a particular subject area when teaching that subject area.

In addition, teachers maintain their language identity whenever they are in the presence of their students, whether that be in the classroom, on the playground, or in the community. For more information, see page 13.

4. Rigor and high expectations for both language groups during instruction

Our expectations for English speakers learning Spanish and for Spanish speakers learning English are identical – that all students become biliterate and achieve at high academic levels.

5. Materials fidelity by grade level The program has identified specific materials, in addition to district-adopted textbooks, that will be used at each grade

level. 6. Frequent opportunities for students to use language authentically, and with appropriate support Research has taught us that language learners do not acquire language simply by listening to it. Instead, language

learning is an active, vocal, engaging, purposeful process. Therefore, our students have multiple opportunities during each day to collaborate with each other, use language to make meaning, and to practice and engage in authentic language development.

7. English Language Development is provided every day Because so much of the day is devoted to Spanish instruction, particularly at the earlier grades, it is critical to ensure

that English language development also takes place, and for all students. For more information on how ELD is implemented in a DLI program, please see page---.

8. Collaboration of Dual Language Immersion teachers across sites, as well as collaboration with

their English Language Instruction peers We know that teacher collaboration is critical to the success of our program. Therefore, DLI teachers are given

multiple opportunities throughout the year to collaborate across the district with their program peers. At the site level, DLI teachers also participate actively in weekly grade-level planning meetings that include both DLI and non-DLI teachers.

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* At all grade levels, Art/Music are integrated through content subjects, in both languages, 60 minutes per week

K (90/10) 1st (80/20) 2nd (70/30) 3rd (60/40) Spanish Spanish Spanish Spanish

Subject # of Minutes Subject # of Minutes Subject # of Minutes Subject # of Minutes Opening Activities

10 minutes Opening Activities

10 minutes

Opening Activities

10 minutes

Opening Activities

10 minutes

Integrated Spanish Language

Arts, Spanish Social Studies

and Spanish Science*

165 minutes

Integrated Spanish

Language Arts and Spanish

Social Studies*

135 minutes Integrated Spanish

Language Arts

and Spanish Science*

110 minutes

Integrated Spanish

Language Arts and Spanish

Social Studies*

80 minutes

Spanish Math 75 minutes Spanish Math 75 minutes Spanish Math 90 minutes Spanish Math 90 minutes

Spanish Physical Education

20 minutes


20 minutes

Total =270 Total =240 Total =210 Total =180

English English English English Subject # of Minutes Subject # of Minutes Subject # of Minutes Subject # of Minutes

Designated ELD

30 minutes Designated ELD


30 minutes Designated ELD 30 minutes

Total = 30 Science + Integrated

ELD*

30 minutes Social Studies + Integrated

ELD*

40 minutes Integrated English Language Arts and

Science + Integrated ELD*

70 minutes

Physical Education

20 minutes

Physical Education 20 minutes

Total = 60 Total = 90 Total = 120

4th (50/50) 5th (50/50) 6th (50/50) Spanish Spanish Spanish

Subject # of Minutes Subject # of Minutes Subject # of Minutes Opening Activities 10 minutes Opening Activities 10 minutes Opening Activities 10 minutes

Integrated Spanish Literacy and Spanish

Social Studies

50 minutes Integrated Spanish Literacy and Spanish

Science

50 minutes Integrated Spanish Literacy and Spanish

Social Studies

50 minutes

Spanish Math 90 minutes Spanish Math 90 minutes Spanish Math 80 minutes


10 minutes


English English English Subject # of Minutes Subject # of Minutes Subject # of Minutes

Opening Activities 10 minutes Opening Activities 10 minutes Opening Activities 10 minutes

Designated ELD



30 minutes

Integrated English Literacy, and

Science + Integrated ELD

90 minutes Integrated English Literacy and Social Studies + Integrated

ELD

90 minutes Integrated English Literacy and

Science + Integrated ELD

100 minutes

Physical Education 20 minutes Physical Education

20 minutes Physical Education 10 minutes


Dual Language Immersion Language Allocation Plan

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First High School joins in 2019-2020!

7th 8th 9th 10th 11th 12th Spanish

2 periods Spanish

2 periods Spanish 1 period

Spanish 1 period

Spanish 1 period

Spanish 1 period

Pre-AP Spanish

History

AP Spanish

Science

Still to be determined by DLI Steering Committee

Still to be determined by DLI Steering Committee

Still to be determined by DLI Steering

Committee

Still to be determined by DLI Steering

Committee

English 4 periods

English 4 periods

English 5 periods

English 5 periods

English 5 periods

English 5 periods

7th Grade ELA

7th Grade Math

7th Grade History

Physical Education

8th Grade ELA

8th Grade Math

8th Grade Science

Physical Education

9th Grade ELA

A-G Coursework

10th Grade ELA

A-G Coursework

11th Grade ELA

A-G Coursework

12th Grade ELA

A-G Coursework

*Final determinations regarding specific subject/language instruction will be dependent on availability of

appropriately credentialed teachers, and therefore may change prior to secondary implementation.

Dual Language Immersion Language Allocation Plan

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Instruction in the Dual Language Immersion Program The goal of teaching students to listen, speak, read and write fluently in two languages, while

maintaining high levels of academic achievement, is a daunting one. For this reason, instruction in the Dual Language Immersion classroom must be both rigorous and strategic, as well as motivating, engaging, interactive and intellectually challenging. Students have multiple opportunities to experience meaningful interaction with others, to engage with a variety of literary and informational text and to collaborate with peers on authentic academic tasks. Teachers utilize a wide variety of instructional strategies to ensure that both groups of language learners are acquiring a second language and also understanding the content instruction in both languages. These strategies include:

• Engagement with grade-level text and intellectually rich tasks • Collaborative discussions about content • A focus on meaning making • Whole and small group interaction • Consistent use of specific instructional and management routines • Daily formative assessment • Use of scaffolded sentence frames and word banks • Extensive teacher modeling and use of examples to make learning more comprehensible for all

students • Use of repetition, visuals, models, gestures, etc. • Use of chants, rhymes, songs and drama • Use of online resources and technology

Teachers also work diligently to maintain the language of instruction. This means that, although all

DLI teachers are totally bilingual and bi-literate, teachers use only the language of instruction designated for a particular subject area when teaching that subject area. Teachers do not translate, or move from one language to another. This is particularly critical in the early grades. In Kindergarten, for example, the classroom teacher will speak only Spanish whenever students are present, whether that be in the classroom, on the playground, or in the neighborhood grocery store. Parents wishing to speak to the teacher in English may communicate through email, with Yes/No questions, or arrange a time when students are not present.

All Dual Language Immersion teachers attend professional development each year so that they will

continue to strengthen their instruction. In addition, all teachers have opportunities throughout the year to meet with grade-level peers, and with colleagues across grade-levels, to collaborate, to share instructional ideas and strategies, to analyze data, to work in various committees and to engage in continually improving this program for all students.

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GATE (Gifted and Talented Education) and DLI In Riverside Unified School District, all students in first grade are assessed for the GATE program. In the regular all-English program, those students who are certified GATE are then either grouped together in one regular grade–level classroom with other non-GATE students, or if the site has sufficient numbers, placed in a GATE Special Day Class, in which all students are identified as gifted and talented. The strict design of the Dual Language Immersion program, its requirement that each student receive a specific number of daily minutes of instruction in both English and in Spanish, and its commitment to language-balanced classrooms, necessitate a modified service delivery model for those DLI students who are also identified as gifted and talented. GATE-identified DLI students are clustered within their own DLI classroom, and, like GATE students in other settings, receive a differentiated instructional program as an integral part of their regular school day. A GATE Special Day/Dual Language Immersion class is not a possibility within the Dual Language Immersion program. Many of the DLI teachers in this program already hold a GATE certificate. The DLI program continues to encourage other DLI teachers to pursue GATE training and/or training in methods to differentiate core curriculum to meet the specific and special needs of gifted and talented children.

Riverside STEM Academy and DLI The Riverside STEM (Science, Technology, Engineering and Mathematics) Academy and the Dual Language Immersion Program are both excellent educational alternatives that provide students a challenging, engaging and enriching academic experience. However, the goals of each of these programs are specific and distinct, as are their purpose, their design, and their curriculums. The Riverside STEM Academy is a separate school within the Riverside Unified School District, while Dual Language Immersion is a district-wide program that is offered at several different elementary and secondary schools. Given these fundamental differences, there are no plans to unite these two educational platforms, nor is it possible for a student to attend both programs. Parents should be aware of this as they make their decision regarding application to Dual Language Immersion.

Intervention and Support

Dual Language Immersion is an inclusive program, which aims to ensure that all students will be academically successful. Acceptance to and remainder in the program are not contingent upon academic or linguistic screening, level of proficiency in academic or language development, or teacher recommendation. Students who are accepted through the application process will remain in the program unless parents request their placement be changed. Students who begin to struggle academically will receive appropriate strategic- or intensive-level support, as would any student in the regular all-English program. This support and/or intervention may be delivered by the classroom teacher, either one-on-one or in a small-group setting. It may be provided by the grade-level DLI team, or it may even be offered through after school services, depending on the site. Students identified as needing Special Education services will remain in the program unless their IEP (Individual Educational Plan) team determines that their educational needs cannot be met within the DLI program, or parents request an alternative placement.

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English Language Development

According to both state and federal regulations, any student identified as an English Learner (a student who has a home language other than English, and is not yet fluent in the English language as determined by state assessments) must receive a program of English Language Development as part of his or her core instruction. In traditional ELD programs, English Learners are separated from already-fluent and native-English speakers for 30-60 minutes per day. During this Designated ELD time, English Learners receive strategic instruction that is specific to their language development and language acquisition. They then return to a whole-class setting for the remainder of the day, during which time the teacher provides Integrated ELD through content instruction. In the Dual Language Immersion classroom, however, English Learners and English dominant students must remain together for the entire day, as this configuration allows maximum opportunities for cross-learning of language. In this design, both Integrated and Designated English Language development are provided during and through the English period of the day.

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Kindergarten-2nd grade 3rd Grade 4th-6th Grade Language Arts Spanish Spanish and English Spanish and English

Mathematics Spanish Spanish and English Spanish and English

Spanish Listening and Speaking Yes Yes No

English Listening and Speaking Yes Yes No

Students are assessed regularly. For Language Arts and Mathematics, assessments are given in the language, or languages, of instruction and match assessments from the regular English program. Acquitision of listening, speaking, reading and writing in both languages is also measured, using specific language assessments.

Assessment in the Dual Language Immersion Classroom

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Parent involvement is critical in the Dual Language Immersion program. For this reason, we strongly encourage, and expect, parents to become active participants in their child’s education at the site and/or district program level. Research shows that children whose parents are involved in their education experience more academic success in school, have better attendance, and are more interested in learning. Therefore, the program provides a variety of ways in which parents can become involved and serve as strong educational models for their child/children. Parents may:

• Volunteer in their own child’s classroom, at all grade levels. Parents interested in this type of involvement should contact the site or their classroom teacher directly.

• Attend district-level Parent Advocacy Group meetings. These meetings are run by parents and provide a positive and proactive way for parents to support the DLI program. Location of meetings alternates between sites.

• Log on to DLI site-based Facebook pages. These provide information regarding parent meetings, upcoming DLI parent/child activities, classroom events and DLI activities held at the district level.

• Attend site Parent Teacher Organization/Association (PTO/A) and English Learner Advisory Committee (ELAC) meetings.

• Volunteer to chaperone site and district DLI events. • Volunteer to chaperone site-level field trips and other site-based activities. • Attend district-level DLI parent meetings. • Attend DLI trainings on the role of the parent, use of the first and second language in the home,

learning expectations by grade level, etc.

The opportunity for a child to become bilingual and bi-literate is priceless, but it requires commitment and investment on the part of his/her parents. Research shows that acquiring proficiency in a second language may take five to seven years. Therefore, parents are expected to commit to this program through at least the eighth grade, to ensure that their child has the time necessary to fully develop linguistically, and also be successful academically.

To underline the importance of this commitment, parents are asked upon entry into the program to

sign both the Dual Language Immersion Parent Compact and the Dual Language Immersion Parental Exception Waiver Request.

Parent Involvement and Commitment

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Application to the Dual Language Immersion Program The Dual Language Immersion program has become very popular in Riverside Unified School District. In order to be as fair as possible to all students, the district does not maintain an early sign-up or interest list. Instead, a very specific application process has been developed and is followed each fall. Applicants must be at least Kindergarten age, or older. Decisions regarding this process reflect what we consider to be best instructional design for students. Please note the following definitions: School of Residence: Your child’s School of Residence is determined by your address. You can find your

School of Residence by visiting RUSD’s School Locator at https://remote.rusd.k12.ca.us/SchoolLocator .

School of Attendance: Your child may currently be attending a school on a district- approved transfer. This school is considered your School of Attendance. It is not your School of Residence, and does not provide priority for application. Application Requirements

• All entering Kindergarten students are eligible for this program. Unfortunately, the Dual Language Immersion program does not include a Transitional Kindergarten curriculum.

• 1st Grade applications may be submitted. However, 1st Grade space is extremely limited, and students from the previous year’s Kinder Waitlist, which was generated at last year’s lottery, will be placed first.

• English Only/English Dominant students will only be placed in 1st grade up until the end of December.

• At grades 2nd – 6th, applications from English Dominant students are no longer considered. However, Spanish Dominant, Bilingual and students currently in a DLI program may still apply.

• Due to the highly structured plan of learning in two languages, parents must be prepared to commit to the program through 8th grade, and preferably through high school.

Priority for Acceptance into the Program, at all Grades • 1st Priority: Students whose School of Residence (see definition above) is one of the Dual Language

Immersion sites will be granted 1st priority at that site. NOTE: Within this category, School of Residence students who already have a sibling in the

program will be placed first. • 2nd Priority: Non-School of Residence students who have a sibling already in a Riverside Unified

School District DLI program at a specific site will be granted 2nd priority at that site. • 3rd Priority (new for 2018-2019 application year): Children of DLI-site employees will be granted

3rd priority at the site where their parent is employed. • All students included in Priority 1, 2 and Priority 3 categories MUST have an application form

submitted during the Application Window (see below) to be considered for the program.

Application Process 1. Parents will complete an online application during the DLI Application Window in November-very

early December. Application Window dates will be posted at http://bit.ly/DLI_Application beginning in October. Applications will NOT be accepted before this window opens.

2. The online application will be available at http://bit.ly/DLI_Application on the first day of the Application Window. Parents whose School of Residence is not a DLI site will need to request a Dual Language Immersion Transfer. This Transfer request will be included in the online application process. See next pages for more information.

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3. Parents who do not have access to a computer may complete the application form at one of the

school sites at any time during the application window OR at the district office.

4. On the application, parents may state a preference for more than one school. However, parents should only list a school if they believe it is a viable option, and if they are comfortable with their child attending that school through 6th grade because:

• During the electronic lottery process, students may be placed at any of the schools listed on the application, so it is critical that parents complete the application thoughtfully. Once a child is placed through the lottery process and the waitlist is established, no other changes will be possible.

• If a child is placed on the waiting list, and the parent is informed of an available spot at any one of the schools on the application, refusal of this spot will be considered a refusal of the program, and the child will be removed from the waiting list.

• If parents accept a DLI spot at a particular site within the program, and are granted a transfer to attend that site, it is not possible for parents at a later date to request a second transfer to a different DLI school within the same RUSD program. This is because, per district policy, a second transfer cannot be processed while a first transfer remains in place.

5. At 2:00 p.m. on the last day of the Application Window, all student applications will be considered as Received. Applications will not be ranked according to date/time of submission.

Application to the Dual Language Immersion Program

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Transfer Requests

The online application process will automatically generate a Transfer Request for those students whose School of Residence is NOT a DLI site. Parents do not need to complete a separate Transfer Request through the district’s Open Enrollment process, even if they wish to request a non-DLI school as a second transfer preference. The DLI Program will generate and forward all Transfer Requests to Pupil Services, including those for students on the waitlist and for those accepted into the program.

PLEASE NOTE: Application to the Dual Language Immersion program does NOT take the place of Kindergarten Enrollment. Parents must still visit their School of Residence to complete a Kindergarten Enrollment Packet for their child. Placement of Students

Once the window closes, School of Residence students and Non-School of Residence Siblings will be placed into English Dominant, Spanish Dominant and Bilingual spots at each site. No more than 50% of available spots will be designated English Dominant, and at least 35% will be designated Spanish Dominant.

Remaining spaces will be available for students from other schools. The Lottery

It is now an expectation that a lottery will be held for English Only and English Dominant spots. However, if more applications are received than there are spots available within any of the Priority Groups (School of Residence/School of Residence Siblings, other Siblings, and Employee children), or within any of the other language groups (Spanish Dominant or Bilingual), then a lottery will be held for that specific Group as well. Students will be assigned a lottery number specific to their Group. Parents will be advised of their child’s lottery number through the mail.

An electronic lottery will be held in January. During the electronic lottery, numbers will be drawn

randomly. Any spaces still available at DLI sites will be filled first, according to information on student applications. After that, numbers will continue to be drawn in order to generate a Kindergarten post-lottery waitlist.

After the lottery, if a parent whose child was assigned to a DLI site through the lottery wishes to

change to an alternative site for whatever reason, their only option at this time will be to remove their child from the original placement and re-apply to the program at a later time.

The Dual Language Immersion program believes in the power of building biliteracy within the

family. In the case of twin applications, each twin will be assigned an individual lottery number. However, the drawing of one twin’s lottery number for a space in the program will trigger immediate acceptance of the second twin into the program. If the first twin’s number is drawn for a spot on the waiting list, the second twin will receive the next spot on the waiting list.


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Kinder Post-Lottery Waiting List

A waitlist will be created during the lottery process that reflects the levels of priority. Priority Levels 1, 2, and 3 on the waitlist, if they are required, will be site specific. Priority Level 4 will be district-specific and will include waitlisted non-priority-level students from all sites.

Castle View Fremont Jefferson Longfellow Mt. View Washington

Priority Level 1

School of Residence Siblings

A1 A2 Etc.


A1 A2 Etc.


A1. A2. Etc.


A1. A2. Etc.


A1. A2. Etc.


A1. A2. Etc.

School of Residence

B1. B2. Etc.

School of Residence

B1. B2. Etc.

School of Residence

B1. B2. Etc.

School of Residence

B1. B2. Etc.

School of Residence

B1. B2. Etc.

School of Residence

B1. B2. Etc.

Priority Level 2

Other Siblings

D1. D2. Etc.

Other Siblings

C1. C2. Etc.

Other Siblings

C1. C2. Etc.

Other Siblings

C1. C2. Etc.

Other Siblings

C1. C2. Etc.

Other Siblings

C1. C2. Etc.

Priority Level 3

Children of DLI-Site employees

C1 C2 Etc.


C1 C2 Etc.


C1 C2 Etc.


C1 C2 Etc.


C1 C2 Etc.


C1 C2 Etc.

Priority Level 4

Non-Priority Level Applications D1. D2. Etc.

This waitlist will be used to place students into Kindergarten classrooms throughout the school year. Parents will be notified as space becomes available in the school/schools they indicated on their application form. This list will remain in place, and students will maintain their waitlist position, until the end of June of their Kinder year. Placement Process for 1st grade for the Following Year

The waitlist described above and generated each year during the Kinder lottery will be used to place remaining waitlist students in 1st grade classrooms for the next school year if space becomes available. However, any 1st grade applications received during the next year’s DLI application window will also be absorbed into this already-established 1st grade waitlist. During this absorption, School of Residence, Sibling, and DLI-Site Employee priority levels will still apply. This readjustment to the waitlist will occur July 1. This means that non-priority-level students who are on the waiting list from the Kinder lottery may move further down on the waiting list in July, because of School of Residence, Sibling, and Site-Employee students who will have priority.

If there is more than one application per block, names will be drawn to determine order on the waitlist.


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Continuation in the DLI Program through 6th Grade Once a student is accepted into the Dual Language Immersion program, his or her placement in the program will continue from year to year through their elementary experience. The parent does not need to complete another application for the next grade. Continuation to Middle School Dual Language Immersion Parents of exiting 6th grade students will be asked if their intention is to continue into the Middle School program, or not. This will be done through a simple online form, so that receiving middle schools are aware of the number of DLI students coming to them for the program. All 6th grade DLI students who wish to continue to the DLI Middle School program will be accepted, and transfers, if required, will automatically be granted. New Protocol for 2018-2019 School Year! The program understands that at times a parent may wish to move from one DLI school to another. Their home address may change, or they may have transportation or childcare challenges. However, in order to ensure consistency across the district and across district programs, movement within the Dual Language Immersion Program must follow district protocol. This established protocol does not consider additional transfer requests for students already on an accepted transfer. This means that parents of children already attending a DLI school on a transfer would not be granted a second transfer unless they returned to their school of residence first. Requests for movement to a DLI school that has recently become a child’s School of Residence (and therefore does not require a transfer) will be granted as long as there is space at the second school. Parents requesting movement from one DLI school to another must complete an application during the regular application window in November, but parents are reminded that attrition in the program is low, very few spots open up each year, and placement at grades above Kindergarten still recognizes the priority levels of 1) School of residence, 2) Sibling, and 3) DLI-Site Employee. All movement requiring a transfer will ultimately be approved, or denied, by Pupil Services. Questions regarding district transfer protocol may be directed to the Riverside Unified School District Pupil Services Department.

Moving Within the Dual Language Immersion Program


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Frequently Asked Questions –Updated 2017-2018 Application Process:

1. How early can I sign my child up for the DLI program?

We do not maintain an early sign-up or interest list for the DLI program. Parents can only apply during the application window, in the fall of the year prior to their child entering Kindergarten. Example: If a child will enter Kindergarten in the fall of 2017-2018, application will be made in the fall of 2016-2017.

2. Is the application process only for Kinder students? My child is already in a higher grade. Ideally, students should begin the program in Kinder. However, we do have spots that open up in higher grades as well. You may apply for 1st grade spots, with the understanding that there are very few, and that waitlist parents from last year will be called first. In grades 2nd – 6th, applications for English Dominant students are no longer considered. However, we do accept applications for Spanish Dominant, Bilingual or students from other DLI programs, as they will have enough Spanish to meet required levels of proficiency.

3. My child will be a Transitional Kinder student in the fall. Can I still apply to the Dual Language

Immersion program this year? Unfortunately, no. The Dual Language Immersion program does not include a Transitional Kinder curriculum. However, you are welcome to apply to the program next year.

4. My school of residence is not one of the DLI sites. What do I do?

You will need to complete a transfer request. Request for Transfer information questions will be included in the online application form, and our department will forward that information to Pupil Services.

5. What happens if I fill out a transfer, but I don’t get into the DLI program, and I want a transfer to another non-DLI school. Do I fill out another district transfer form?

No, you only need to fill out the DLI online application form, with transfer questions completed. Included in the online form is a question regarding transfer to a different school if you are not accepted into the program.

6. Are there priorities for acceptance into the program? Yes. School of Residence students have 1st priority. Within this category, however, students who are also siblings of students already in the program are placed first. Non-School of Residence siblings of students already in the DLI program have 2nd priority.

7. I will be moving in February and a DLI school will then be my School of Residence. Does that give me School of Residence priority, since the DLI school will be my School of Residence in the spring?

Unfortunately, no. Your School of Residence at the time of application will be your official School of Residence for the application.

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8. I am an employee in the district. Do I have priority?

Beginning in the fall of 2017, students who have a parent employed at a DLI school are granted 3rd Priority for that specific school.

9. Are there any requirements to get accepted into the program? Are students tested to get into the

program? No, there are no requirements. The only information we look at is age (to ensure that students are Kinder age) and language dominance (so that we have a balance of English and Spanish speakers in the classrooms).

10. What are my chances of getting into the program? The Dual Language Immersion program is a very popular program. It is critical that you complete your online application form during the application week (see Question #11 below). It is expected that we will hold a lottery for English Dominant spaces. There is a possibility of lotteries for Spanish dominant and Bilingual spaces as well.

11. When can I fill out an application for the DLI program? We have an application window that opens in the fall. The dates for this window are posted on the DLI webpage in September (see below). We do not accept applications prior to this window. http://www.riversideunified.org/parents/dual_Language_immersion .

12. What if I don’t live in the Riverside district?

You will fill out the online application form, just like in-district parents. You will not be penalized in any way for living outside the district. Once you have a spot in the program, you will contact your own district, and begin the intra-district transfer process with them.

13. What happens if there are not enough spots in the program for the number of applications? If there are not enough spots for all applicants in each language group, then we go to a lottery. If necessary, the lottery will be held in the month of January.

14. How will I know if there will be a lottery?

You will be informed by a letter, which will include your lottery number.

15. Do I apply to just one school, or to more than one school? You can name one school only, or you can list several choices on the application form. However, you should only list a school as a choice if you are comfortable with your child attending that school through 6th grade, as that will be our expectation. In addition, if we do go to a lottery, and you are not in attendance, your child could be placed at any of the schools listed in the application, if spots were available there, so it is critical that you only list schools you feel comfortable attending and that are viable options for your family.

16. Once I’ve applied to the DLI program, is my child considered enrolled in Kindergarten for this coming fall?

No, the application to the DLI program does NOT serve as enrollment in Kindergarten. You must also complete the Kindergarten Enrollment Packet. This is available at your School of Residence and should be completed and turned in during the month of March.

17. How soon will I hear back from the district after I send in my application? You will hear back shortly after the Application Window closes. You will know then whether you have been accepted, or whether your child’s name will be placed into the lottery.

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18. My child is an English speaker and is already reading in English. Will this cause a problem for him in a DLI program?

No, it will be an advantage. Literacy in your child’s first language will assist him in acquiring literacy in Spanish.

19. My child is already bilingual. Is this a problem? No, this is an advantage. Please mark Bilingual on the application form when you complete it.

20. My child understands Spanish when I talk to him/her but only speaks English back to me, or to family members and friends. Do I mark him/her as a Spanish speaker, an English speaker, or bilingual?

We need to know which language your child speaks. You will need to mark him as a dominant English speaker, which tells us that he/she has some understanding of Spanish, but prefers to use English and is strongest in English.

21. Does my child need to speak Spanish to get in the program?

No, we are recruiting both Spanish speaking students and English speaking students. Your English-speaking child will become fluent in both languages through the program.

See Page 18 of this Handbook for more specific information on the application process. Program Questions:

1. How successful are these programs?

Several decades of scientifically-based research in the U.S. and Canada document that native English speakers and English Learners experience lasting cognitive, academic, linguistic, socio-cultural and economic benefits from participation in dual language programs (Peale & Lambert, 1962; Cummins, 1979; Krashen, 1983; Genesee, 1984; Willig, 1985; Cloud, Genesee & Hamayan, 2000; Thomas & Collier, 1997/2002; Lindholm Leary, 2005).

2. Will two languages confuse my child or slow down his/her academic progress? There is no research to indicate this. Research has consistently demonstrated that learning in two languages enhances academic growth. However, moving children in and out of the program should be avoided. Children gain maximum benefits from the program by remaining in it through 6th grade and then continuing into secondary.

3. Are there programs such as this one in surrounding districts? Yes. Districts such as Corona-Norco, Jurupa, Ontario-Montclair and Saddleback Valley have well-established and successful programs in place.

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4. Do children become frustrated listening to instruction in another language? Some children may feel frustrated in the initial months of the program. This is part of the learning process. Try to be encouraging and ask for positive feedback about what they like most in school each day.

5. Will I be able to help my child with homework? Instructions will be written in Spanish and English. Homework is intended to be a review and practice of concepts learned in class, so they will be familiar to your child. There may be times, however, when parents may need the help of an English/Spanish dictionary.

6. Will I have to read to my child in Spanish/English? It is best to read to your child in the language you use at home. As your child gains more literacy skills in Spanish/English, you may ask him/her to read to you.

7. Can parents volunteer in the classroom? Parents are strongly encouraged to be in the classroom and to volunteer when they can and in any way they can.

8. How long does this program last? Does it go all the way through high school?

The Dual Language Immersion pathway includes an elementary, middle and high school level. Families are strongly encouraged to remain in the program through the end of 8th grade. Students interested in continuing beyond middle school may do so through 12th grade, at an identified DLI high school.

9. Do I have to speak Spanish to have my child participate?

No, you do not need to be bilingual. However, you do need to be actively involved in your child’s education, using your home language.

10. Why does one teacher only speak in Spanish? The English Dominant child often comes from an environment where only one language is spoken.

One of the motivating factors for wanting to learn the second language is to be able to understand and respond back to the teacher. If the student knows the teacher speaks English, this important motivating factor may be diminished. Our Spanish Dominant students in an English Dominant culture have many other motivating factors moving them to learn English. In fact, they begin using English early on, particularly if they attend an English-speaking preschool. The challenge for our Spanish Dominant students is maintaining their first language, while learning the second. The consistency of hearing only Spanish in the classroom supports this maintenance.

11. My child already speaks Spanish. Why would I enroll him in this program?

We are finding that many of our students who learned to speak in Spanish begin to lose their Spanish once they enter Pre-School or Kinder. Their friends are speaking English, many have older siblings who are now speaking English, all the instruction is in English in the classroom, and English is all around them. They use Spanish less and less at home and even though they may understand what is said to them, they respond in English. Eventually, for many, Spanish is lost. This program ensures that our children who have Spanish as their first language maintain that language. We believe that no child should have to lose a language to gain a language.

12. What middle school subjects will be taught in Spanish? Our Spanish subjects will be Pre-AP Spanish and History in the 7th grade, and AP Spanish and Science

in the 8th Grade.

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Resources and Information Online Resources:

• Center for Applied Linguistics, Two-Way Immersion http://www.cal.org/twi/directory/index.html

• The Center for Advanced Research on Language Acquisition:

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

• Association of Two-Way and Dual Language Education http://atdle.org/

• Seal of Biliteracy http://sealofbiliteracy.org/seal-deatails

• Riverside Unified School District’s Dual Language Immersion Webpage

http://www.riversideunified.org/parents/dual_Language_immersion

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