Standard #1 - Parents and community members demonstrate strong leadership on behalf of the program.

Parent Involvement

Communication

• No communication.

• Spontaneous meetings and communication.
• Inconsistent communication.

• Communication is always bilingual.
• Regular meetings and communication.

• "Community Section" in the library with information on local dual language programs and on dual language in general.

Funding

• No funding for advocacy activities.

• Program seeks supplementary funds for advocacy activities.

• Commitment of operational funding, no outside monies for advocacy activities.

• Funding for parent and community education.
• Operational funding as well as external funding .for advocacy activities.

Planning for parental and community involvement

• No planning

• Planning with no follow-through.

• A PAC or similar group is central to choosing and implementing parent involvement activities.

• A PAC or similar group is responsible for parent involvement at school.

Community Liaison

• No community liaison.

• Part-time community liaison.

• Full-time, uncertified staff as a community liaison.

• Full-time community liaison.

Key Points

Little or no evidence in practice

Evidence of emerging practice

Evidence of long-term commitment yet limited practice

Systemic exemplary practice

Standard #2 - The program systematically communicates with internal and external groups about its effectiveness.

(See also Accountability & Assessment Standard #4)

Data Format

• Data are unavailable.

• Data are available but confusing.

• Data are presentable and updated.

• Data are user-friendly for many users: parents/ community members/ teachers.
• Program effectiveness is summarized in short reports that can serve as press releases or newspaper articles.

Access to Data

• Data are shared only if asked.
• No plan for sharing data.

• Data are shared internally, but shared externally only when asked
• No plan for sharing data

• Data are accessible by teachers and administrators
• Data are shared internally, but shared externally only when asked
• Plan in place to extend data sharing

• Data are shared internally and externally according to a plan.

Communication

• None

• Groups begin to communicate.

• Paths of communication are established (i.e. weekly memos, newsletters, staff meeting agenda item, etc.).

• Regular articulation between all supporting groups and institutions.
• Alignment of assessment and instruction with data disaggregated through graphical representations and other communications.

Key Points

Little or no evidence in practice

Evidence of emerging practice

Evidence of long-term commitment yet limited practice

Systemic exemplary practice

Standard #3 - The program participates in coalitions of similar programs.

Professional organizations and coalitions

• None

• Splintered participation in various professional organizations and coalitions.
• Some teachers attend NMABE, La Cosecha.

• Building program leadership promotes membership in various professional organizations and coalitions.
• Some teachers attend and present at NMABE, La Cosecha and other conferences.

• Membership leads to leadership.
• Direct lobbying and communication with district and state policy makers.
• The program participates (not simply individuals).
• Representatives are selected for this work.
• Program is an active participant in and sponsor of NMABE and La Cosecha.

Planning

• None

• No plan for collaborating.

• Plan in place for participation and collaboration.

• Participation is governed by the plan.

Collaborations

• None

• Individual teachers seek out those at similar programs.
• Some teachers work with NMABE, SDE and DLNM on isolated projects.

• Some teachers involved in coalitions and collaborating with other schools.
• Some teachers may work with NMABE, SDE and DLNM on a regular basis.

• Program works with other programs toward common goals.
• Program participates in SDE and DLNM activities.

Key Points

Little or no evidence in practice

Evidence of emerging practice

Evidence of long-term commitment yet limited practice

Systemic exemplary practice

Standard #4 - The program is politically engaged.

Memberships

• No membership in other organizations

• Limited membership in regional, state, and national organizations.

• Program teachers and staff are members in regional, state, and national organizations.

• Program representatives are active members of regional, state, and national organizations.

Lobbying

• Program is focused on compliance not commitment.
• Does what is required for meeting state requirements and regulations.

• Isolated opportunities for staff, parents and administration to testify and lobby on behalf of the program.
• Program evaluation data are not used in lobbying efforts.

• Program provides some opportunities for staff, parents and administration to testify and lobby on behalf of the program.
• Program evaluation data are used in lobbying efforts.

• Program provides systematic opportunities for staff, parents and administration to testify and lobby on behalf of the program.
• Evaluation data are shared for continuous support.

Network of allies

• Not even a consideration.

• Individual staff members know some allies informally.

• On-going conversations with allies to strengthen support.

• Allies lobby and voice support regularly at the district and state levels.