1. Planning for the Future of Dual Language in West Salem Response to DL Community Input

2. Dual Language Program Goals K-12 Commitment 50/50 Instructional model focused on core subject area / content. High academic achievement in both languages. Bilingual and biliterate. Cultural competency.

3. Middle School DL Commitments Students take the following courses in Spanish: – Language Arts: 6 th – 8 th grade. – Social Studies: 6 th & 7 th grade. – Math: 7 th & 8 th grade. – Science: 6 th - 8 th grade. Strict separation of languages. Focus on core curriculum – Math, Language Arts, Science and Social Studies. Rigorous academic language and content across the curriculum.

4. Where We Were Instructional staffing needs / requirements: – Three years ago (10-11) Middle School staffing ratio 28.5:1 – Current Elementary staffing ratio 30:1 – Current Middle School staffing ratio 34:1 Student number forecasting: – Fall, 2010 6 th grade class 32 (current 8 th class, now 28) – Fall, 2011 6 th grade class 53 (current 7 th class, now 51) – Fall, 2012 6 th grade class 40 (initial projection was 45) – Fall, 2013 6 th grade class (current 5 th grade class is 48)

5. Where We Were Options for the student-teacher funding ratio and incoming DL student class sizes: 1.) Separate the DL students into two small classes (impact: increase class size of all non-DL classes and jeopardize learning environment for non-DL students.) 2.) Keep DL students together in one class (impact: large DL class sizes and jeopardize learning environment for DL students). 3.) Cap the class size and create a waiting list (impact: all students participating in the elementary DL program may not continue at the MS level, or may have to attend another DL middle school). Based upon the DL Commitments and Requirements none of these three options are viable for the long-term sustainability of the program.

6. Spring 2012 : Planning for 2012 - 2013 Acknowledged incoming DL student numbers in comparison to staffing ratio and program model requirements. Communicated concern to Secondary Education and Instructional Services in relation to maintaining dual language program model and commitments based upon incoming 6 th grade class size. Indistrict Transfer process and corresponding decisions. DL student wait list was created, parent communication occurred, and communication to Parrish MS was established.

7. What We Did : Engagement with DL Community Meeting with DL Booster Club representative and District Administration to discuss situation and next steps. Held a DL parent meeting with District Administration to gather input, ideas, concerns, and questions from the DL community.

8. Parent Feedback and Input From Harritt DL Community Meeting Would changing boundaries help? Can we combine the elementary and middle school dual programs in West Salem? Could we consider opening a second dual language program at Walker now? Can we focus on recruitment? Could parents organize to offer this help? Should we tweak the model at the middle school level to get more students in dual language classes? – We have a sense of community and network which is very very important and we do not want to lose this. Move the middle school dual language program to Walker. Look at the admission process for IDT criteria specifically for DL at the MS level. Can we do a K-8 at Harritt? Culture is as important as language. Will we hurt preschool by expanding? Could we fundraise for teachers or transportation costs?

9. Where We Are Now Planning for the 2013 – 2014 year and a continued strong and viable Dual Language program in West Salem in the years to come. Continued commitment to the DL program requirements at the Middle School level. By the 2016 – 2017 school year, Walker Middle School will be receiving the first DL class from Myers Elementary.

10. Where We Are Now : Guiding Principles Maintain a strong and viable DL program at the middle school level. Honor the commitments that families have made to support the program and keep student cohorts together. Establish and support a sustainable program which serves students from both Harritt and Myers elementary schools. Adhere to the DL program goals of biliteracy, bilingualism, and biculturalism.

11. Solutions and Impacts Recruit more students in to the DL program. – Impact: Positive Increased student numbers for the long term. – Impact: Negative Sustainable numbers will not occur at the middle school level until 2018 as students must be in DL program by 1 st grade.

12. Solutions and Impacts Could we combine the elementary programs. – Impact: Positive Increased student numbers within one feeder system. – Impact: Negative Divides neighborhood communities.

13. Solutions and Impacts Can we start a second DL program at Walker earlier? – Impact: Positive Keeps students together by middle school feeder system. Increases the student numbers at Walker. – Impact: Negative Teacher recruitment. Students within current program would have to switch schools to stay within the DL program.

14. Solutions and Impacts Maintain program at Straub and move Myers students to Straub. – Impact: Positive increase overall DL student number within program. balance student-teacher ratio. – Impact: Negative continue to decrease student numbers at Walker negatively impacting student educational opportunities. Permanently split students at Myers between Walker and Straub. Transportation not provided to students.

15. Solutions and Impacts Combine Middle School programs at one school. – Impact: Positive Provides better balance to the student-teacher ratio. Maintains the Dual Language program model and goals. Keeps student cohort groups together. Focuses teacher recruitment and alignment of resources at one school. Support the current Literacy Squared students transitioning from Myers Elementary School to Walker Middle School. – Impact: Negative Decreases the student population at one school.

16. Solutions and Impacts Move the DL program from Straub to Walker. – Impact: Positive Maintains the long-term viability of the DL program in West Salem. Keeps student cohort groups together. Focuses resources and staffing at one school. Establishes a better balance of student numbers between Walker and Straub Middle Schools. – Impact: Negative Staff and student transitions to from Straub to Walker. Loss of student numbers at Straub. Transportation not provided to students.

17. Where We Are Going: 2013 and Beyond In order to meet the guiding principles of both Dual Language and the commitments that our West Salem families have made to the program, along with the long term sustainability of the Dual Language program, it is our recommendation that the current Dual Language program at Straub Middle School transitions to Walker Middle School starting the fall of 2013.