Page last updated on June 21, 2021
APS is continuing to develop the PreK-Adult Instructional Programs and Pathways (IPP) framework (www.apsva.us/engage/prek-adult-instructional-programs-and-pathways/). The IPP process will include a visioning process for the K-12 dual language immersion (DLI) program, scheduled to begin in February 2021 for completion by early 2022.
- June 15 – Open Office Hour from 7-8 pm via Zoom – Presentation | Recording
- Staff shared a brief update on the visioning process, next steps, and provided an opportunity for community members to ask questions.
- June 9- School talk message to dual language immersion community, K-12 – TOPIC: Update on DLI Visioning Process and Elementary Feeder Structure Committee – English | Spanish
- May 2- School talk message to dual language immersion community, K-12 – TOPIC: Announcement of DLI Visioning Task Force and Elementary Feeder Structure Committee members – English | Spanish
- Apr. 21- School talk message to dual language immersion community, K-12 – TOPIC: Update on visioning process – English | Spanish
- Apr. 8 – School talk message to Claremont/Key community – TOPIC: Return to offering 4 Kindergarten classes – English | Spanish
- Apr. 1 – Email message to Key community- TOPIC: Reminder about Intent to Return Form – English | Spanish
- Mar. 25- School talk message to Key community – TOPIC: Reminder about Intent to Return Form – English | Spanish
- Mar. 11- School talk message to Claremont/Key community – TOPIC: Operational Updates for 2021-22 – English | Spanish
- INTENT TO RETURN SUMMARY(As of April 14, 2021)
- 100% response rate
- 93% of current PreK – Gr. 4 students (545 students) plan to continue with Key Immersion
- Only 40 students not planning to return: 20 are moving out of Arlington and 20 plan to enroll at their neighborhood school
- Of the 20 students transitioning to their neighborhood school, 2 are Spanish speakers, 2 are Mongolian speakers and 16 are English.
- Mar. 9 –
- KEY Immersion – All Key families with students in PreK-Grade 4 were mailed an intent to return letter and form this week to indicate if their student will remain at Key for the 2021-22 school year. Please complete the form by March 26 and submit to APSimmersionforms@apsva.us or drop off at the main office at Key Immersion
- CLAREMONT Immersion – Claremont families who live in the boundary for Ashlawn and have students in PreK-Grade 4 were mailed a grandfathering/transfer letter and form this week to indicate if their students will attend Key or remain at Claremont for the 2021-22 school year. Please complete the form by March 26 and submit to APSimmersionforms@apsva.us or drop off at the main office at Claremont Immersion
- Feb. 1 – School talk message to dual language immersion community, K-12 | English | Spanish
- Jan.14 Joint Claremont/Key PTA Meeting – Information on dual language immersion visioning process English | Spanish
- Jan.13- School talk message to dual language immersion community, K-12 | English | Spanish
- Jan.11 Information on dual language immersion visioning process shared with immersion staff at Claremont, Key, Gunston, Wakefield
- Gunston & Wakefield PTA meetings (TBD)
The APS program evaluation for World Languages will be completed in February 2021 and provides a valuable source of data to inform the DLI visioning process. The visioning process is being led by Department of Teaching and Learning (DTL), World Languages Office, and Dual Language Immersion principals with support from Dept. of Planning and Evaluation. The visioning process will also include the Office of English Language Learners; Chief Diversity, Equity and Inclusion Officer; Office of Equity and Excellence; teachers; advisory groups; PTAs; and families. In addition, APS staff will be working together with a prominent leader in the national immersion community, Rosa Molina, Executive Director of the Association of Two-Way Dual Language Education (ATDLE). In the last five years, Ms. Molina has helped lead more than 30 visioning processes across the nation for immersion programs. She is highly experienced and will be an integral part of the APS visioning process.
- Conduct an inclusive and collaborative process with the contributions of all stakeholders.
- Form a Task Force that leads the development of a Master Plan, with input from all stakeholders, to strengthen the Dual Language Program according to Center of Applied Linguistics (CAL) Principles for Dual Language Immersion. This includes:
- Program structure
- Curriculum K-12
- Assessment and Accountability
- Staff Quality
- Professional Learning
- Family & Community Engagement
- Support & resources
- Program Structure
- Instructional model at elementary level
- Plan to increase course offerings for the DLI program at the secondary level
- Strategies to ensure biliteracy and bilingualism
- Schedules and PreK-12 pathways
- Aligned curriculum framework – what students should know and be able to do along the K-12 continuum.
- Resources for Spanish Language Arts
- Plan to increase course offerings for the DLI program at the secondary level
- Resources to increase engagement and mitigate program attrition
- Resources that promote development of biliteracy and bilingualism
- Resources to build cultural competency
- Differentiation strategies to meet range of student learning needs
- Alignment of supports with Arlington Tiered System of Support, (ATSS) model
- Strategies that promote development of biliteracy and bilingualism
- Ensure consistency across schools with the implementation of best practice instructional strategies that promote biliteracy and bilingualism.
4. Assessment and Accountability
- Standardized assessments in Spanish (already exists in English) and implementation plan
- Strategies to close achievement gaps
5. Staff Quality
- Professional learning opportunities and collaborative structures to build staff capacity
- Strategies to recruit and retain diverse staff
6. Professional Learning
- Professional learning to address recommendations in master plan
- Strategies to address program attrition
- Cultural competency
7. Family and Community Engagement
- Community engagement/Outreach strategies to:
- Educate community about benefits of DLI program
- Engage and generate interest in DLI program amongst groups who are under-represented in enrollment
- Engage groups who are over-represented in program attrition data
8. Support and Resources
- Spanish Language Arts resources
Timeline (Updated 4/21/2021)
|Date||Immersion Visioning Process Activities|
|Feb. – May 2021|
|May – Dec. 2021||
|End of Oct. 2021||
This comprehensive process included formation of a task force this Spring that includes community representatives, including those from Key, Claremont, Wakefield and Gunston. Staff will be updating and gathering input from the broader APS community throughout the visioning process. See timeline above for additional details and links to engagement events and materials.
- Updates to community at PTA meetings
- Virtual Community Meetings & Open Office Hours
- School Talk messages, social media posts, including Facebook Live video sessions
- Broader community engagement and input opportunities through IPP process in November 2021
World Language Program Evaluation – https://www.apsva.us/planning-and-evaluation/evaluation/evaluation-reports/world-languages/
In Feb. 2021, the World Language program evaluation was published. This evaluation included the Dual Language Immersion program. The webpage above includes links to multiple reports and analysis of the Dual Language Immersion program that will be used throughout the visioning process.
APS’s Dual-Language Immersion visioning process will culminate in a Master Plan to strengthen the program according to Center of Applied Linguistics (CAL) Principles for Dual Language Immersion. The guiding principles were developed by dual language experts—practitioners, researchers, administrators, professional development specialists, and others—from across the country.
Dual Language Immersion Program – www.apsva.us/world-languages/immersion-program/
Includes information about APS’s Dual Language Immersion Program including frequently asked questions about the dual language immersion program.
Dual Language Immersion Program Brochure – www.apsva.us/wp-content/uploads/2019/02/ImmersionProgram_new.pdf
VDOE – Dual Language Immersion Education:Supporting K-12 Implementation in Virginia – www.doe.virginia.gov/instruction/foreign_language/resources/dual-language-immersion-2020.pdf