DLI Principal SurveyMarch 2019

CSD’s DLI Program: 19 school sites8 DLI Elementary Schools

3 Chinese DLI2 French DLI3 Spanish DLI

6 DLI Middle Schools1 Chinese DLI3 Spanish DLI2 Chinese + French DLI

5 DLI High Schools1 Chinese DLI2 Spanish DLI2 Chinese + French DLI

Survey Response Rate

(15 of 19)

I receive adequate support from the District for my DLI teachers in the following

(check all that apply):

Adequate District Support

Adequate District Support: Elementary Schools

Adequate District Support: Middle Schools

Adequate District Support: High Schools

District Supports - Other● Noticeable differences in support for French compared to Chinese (e.g.

World Civ materials and coaching/hiring)

I receive adequate support from the State for my DLI teachers in the following

(check all that apply):

Adequate State Support

Adequate State Support: Elementary Schools

Adequate State Supports: Middle Schools

Adequate State Supports: High Schools

State Supports - Other● Would like funding directed to individual schools to implement some cultural activities

● I have never had a conversation about any of these things with anyone from the state (elementary)

● The state support has been fine, but there are some differences between the languages

● The development of World Civ material and supports in 6th grade has been more difficult due to having a different program than the state

Which of the following District resources have been the most helpful in successfully implementing

the DLI program at your school? (check all that apply)

Helpful District Resources

Elementary Middle High

DLI curriculum list 86% 40% 0%

DLI course descriptions 14% 40% 33%

DLI course pathways 14% 60% 33%

DLI assurances 86% 20% 0%

DLI program locations 14% 0% 33%

Helpful District Resources - Other● ISD support specialists

● Curriculum Map coaching

● DLI meetings

Which of the following DLI Specialist resources have been the most helpful in successfully implementing

the DLI program in your school? (check all that apply)

Helpful DLI Specialist Resources

Elementary Middle High

DLI lottery and placement process 86% 60% 33%

Projections for FTE and scheduling 29% 60% 33%

Hiring / screening of potential DLI teachers 71% 60% 33%

Coaching / training of DLI teachers 71% 40% 67%

Communication with parents and community members

57% 60% 67%

Compiling and sharing AAPPL outcome data 43% 60% 67%

Helpful DLI Specialist Resources - Other● Schools are not part of the lottery and class rosters (2 respondents)

● Assistance with hiring

● Assistance with observations in target language

● New Google forms

Which of the following State resources have been the most helpful in successfully implementing

the DLI program in your school? (check all that apply)

Helpful State Resources Elementary Middle High

Curriculum and materials list for teachers 43% 40% 33%

Funding to purchase curriculum and materials 29% 20% 0%

Hiring / screening of potential DLI teachers 43% 20% 0%

Coaching / training of DLI teachers 43% 0% 0%

Assurances 57% 20% 0%

DLI state model and vision 100% 40% 33%

AUDII for administrators 57% 20% 0%

AUDII for teachers 86% 60% 0%

Helpful State Resources - Other● State has done a fabulous job with implementation and support (elementary)

● Have not received much state support (secondary)

What resources (e.g., instructional materials, technology) would you like to be able to access

in order to enhance or better sustain the DLI program in your school?

Additional Resources Needed (Elementary)● Consistent curriculum (Chinese)

● Resources to provide after school interventions for students with academic disabilities

● Upper grade science materials (Spanish)

● Pay for Mandarin matrix (online)

● 5th grade Math & Science texts (French)

● More library materials (French)

● Vertical curriculum (French)

Additional Resources Needed (Secondary)● Dedicated Chromebook cart and more expensive headphones for Bridge course

● If our state values DLI, consider funding it with a line item budget

● Better structures for observation and feedback of target language teachers

● Ongoing funding to decrease the impact on elective offerings and class sizes

● Clear outline of materials available for Culture and Media (Chinese)

In your oversight of the DLI program at your school, to what degree have each of the following

been a challenge?

Challenges: Elementary Schools

Challenges: Middle Schools

Challenges: High Schools

Challenges - Other● District support for DLI Chinese has been problematic (Secondary)

How has the DLI program at your school affected your master schedule?

Impact on Master Schedule (Elementary)● Scheduling special education/Tier 2 interventions (5 respondents)

● Created separate master schedule for DLI

● Changed master schedule to a two-teacher model in all classes

Impact on Master Schedule (Secondary)● FTE allocation / elimination or reduction of elective offerings (3 respondents)

● Disparity in class sizes (DLI / non-DLI)

● DLI prioritized, resulting in sacrificing other needed interventions

● Singletons always difficult to schedule

● Early on in the process; has not been too challenging, but expect that to change next year (High school)

● It has been a non-factor (Middle school)

How has the DLI program impacted class sizes at your school?

Impact on Class Sizes (Elementary)● Disparity in class size (DLI / non-DLI ) (4 respondents)

● DLI classes are larger than my neighborhood classes, which has worked fine at my school

● Keeps our numbers healthy

Impact on Class Sizes (secondary)● Disparity in class sizes for WL and/or electives (5 respondents)

● Impacted the other WL courses

● None yet, but may in the near future

● It has increased the size due to students who have Permitted into the school

How has the DLI program affected elective offerings at your school?

Impact on Elective Offerings (Secondary)● Limited FTE results in limited elective course offerings and/or reduction of educator

positions (2 respondents)

● DLI reduces opportunities for electives in student schedules

● Made adjustments to the Utah Studies class to half a year, every other day, to match it with the Culture & Media class

● Created more demand

How has the DLI program affected FTE at your school?

Impact on FTE (Elementary)● As DLI classes lose students, increased burden on Gen Ed classes

● Because of larger DLI classes, I usually have a little extra FTE

● District has provided more FTE to better balance class sizes

● Have to keep it in mind when planning (not impacted every year)

Impact on FTE (Secondary)● Needed to hire additional DLI positions without increased FTE (2 respondents)

● Cuts to FTE for electives (2 respondents)

● Requires more FTE (full-time position) than provided (less than 1.0 based on enrollment)

● District provided additional FTE, but year-to-year decision

● Increased FTE cost to District

● None yet

● Greater need for FTE outside of DLI program

What are the most significant positive impacts that have been experienced at your school

as a result of the DLI program?

Positive Impacts (Elementary)● Greater academic growth in students (5 respondents)

● Creates diverse, shared culture within school (4 respondents)

● Parent participation/involvement (2 respondents)

● Better world citizens; broadens outlook for all students (2 respondents)

● Increased academic rigor

Positive Impacts (Secondary)● Very high language proficiency skills in a second language (3 respondents)

● Great foundation; skills beneficial beyond school; highly valued skill (3 respondents)

● Teachers bring diverse culture, ideas to the school (2 respondents)

● Students converse together in target language (2 respondents)

○ Unifying feature in school with high Latino student population

● Broadening of experiences and world views for students and staff

● Students are passing the AP test, earning college credit

● DLI students appreciate academic challenge

● Has kept enrollment up

What are the unintended negative impacts that have been experienced at your school

as a result of the DLI program?

Negative Impacts (Elementary)

● Us vs. Them (elitism); divide between DLI and non-DLI teachers, students, parents (3 respondents)

● Like running two schools while ensuring it feels like one unified school (2 respondents)

● Disparate class sizes, FTE (2 respondents)

● Teaming challenges

● Difficulty providing Tier 2 interventions

● Cohort effect leading to behavior problems

● Inequity in time requirements for teachers

● Maintaining pacing with English partners

● Lack of public awareness of issues in running DLI program

● Large turnover in DLI teachers

Negative Impacts (Middle)● Inequitable class sizes (2 respondents)

● FTE costs (2 respondents)

● Fluctuation in enrollment, making it difficult to maintain teachers

● Loss of world language options in 6th grade

● Impact on principal time

● Cohort effect leading to group think behaviors with students and parents

● Stress/concern with FTE allotment each year

● Conflict between DLI requirements and state requirements in middle school

● Extensive support needed for the program (discipline, teacher support, parent pressure on teachers)

● Fewer tiered classes being offered

● Misunderstanding that DLI is an elective program

Negative Impacts (High)● Class size

● FTE

● Disparity in language experience for DLI and non-DLI students

● Cohort effect; they have been very empowered and catered to and it impacts their behavior and conduct

To what extent do you agree with the following statements...

The benefits of the DLI program at my school have substantially outweighed the negative impacts.

Benefits Outweigh Negative Impacts

I have the means and flexibility to hire and retain high quality teachers for the DLI program.

Means & Flexibility to Hire/Retain High Quality Teachers

The DLI teachers and non-DLI teachers at my school collaborate together and are part of a cohesive faculty.

Cohesive Faculty

The DLI students at my school have a sense of belonging with the school’s entire student body.

Students’ Sense of Belonging

Comments/suggestions about the DLI program at your school

or in Canyons School District as a whole

Comments/Suggestions (Elementary)● Difficult to maintain quality programs when competing for so few teachers

● Appreciate the support we get from the district.

● I love it!!

● I think it would be beneficial to discuss the possibility of magnet schools.

● I feel supported all levels and hope we continue this program

Comments/Suggestions (secondary)● Concern about ability to find a suitable replacement teacher if current one leaves

● Look more closely at our model - having one teacher with little support alone in the school is not best practice

● Supporting our DLI teachers to the same level as other teachers is extremely difficult (e.g. observations, feedback)

● Creating a magnet DLI program (similar to SALTA) at one location or having one language consolidate to one school might create a better setting for teachers and students. It might also ease some of the FTE costs

● The program is closed to all others, so it creates a situation where resources to support the classes benefit only those in the program; more resources creates greater disparity

● DLI seems to work well at the elementary level; consider the pros and cons of a magnet school for DLI - this would allow students that have been together for 5 years to intermix with other students and allow more classes to be taught in the target language

● Could elective classes be co-taught with an endorsed elective teacher and a DLI teacher?

Elementary Summary1. How can Canyons sustain high quality DLI programs long term?2. What are the strengths in Canyons’ DLI programs?3. What are the areas for improvement in Canyons’ DLI program

implementation?

Elementary DLI SummaryWhat are the strengths?

● Strong District support● Majority of DLI Specialist resources helpful● Minimal impact on FTE● Strong student academic growth outcomes● Involved parents● Creates diverse, shared culture within the school● Program is academically rigorous● Benefits are perceived to outweigh negative impacts● DLI and non-DLI faculty are collaborative and cohesive● DLI students have sense of belonging to student body

Elementary DLI SummaryWhat are the areas for improvement?

● Not all District resources perceived as helpful● State resources not always helpful● Some language- and grade-specific resources requested● Challenging to find target language substitute teachers● Challenges in providing needed Tier 2 supports● Disparity in class sizes● Us vs. Them mentality

Elementary DLI SummaryHow can high quality programs be sustained long term? ● Is current level of District and DLI Specialist support sustainable?● Can current resources be made more available or more helpful?● Can the pool of available target language substitute teachers be increased?● How might scheduling be adjusted to be able to provide DLI students with

needed Tier 2 supports?● How can greater equity in class sizes be achieved?● What can be done to minimize “Us vs. Them” mentality?

Secondary DLI SummaryWhat are the strengths?

● Good communication at the District level● Majority of DLI Specialist resources helpful● High student language proficiency outcomes● Students able to converse with native speakers ● Diversity and culture brought to the school● DLI and non-DLI faculty are collaborative and cohesive● DLI students have sense of belonging to student body

Secondary DLI SummaryWhat are the areas for improvement?

● Need for more coaching and funding support● Minimal state support● Majority of State resources not helpful● Biggest challenges are maintaining high quality teachers and FTE● Significant impact on master schedule, class size● Significant impact on elective offerings (esp. WL)● Significant impact on FTE allocation● Challenging to provide high quality observation and feedback to DLI teachers

Secondary DLI SummaryHow can high quality programs be sustained long term? ● Are there opportunities to create more funding support or consolidate costs? ● How could greater support from the State be encouraged?● Can current resources be made more available or more helpful?● Are there strategies that can be implemented to alleviate FTE issues?● How might issues with disparate class size and reduction in elective offerings

be addressed?● What strategies can be implemented to ensure high quality observation and

feedback for DLI teachers?