Dual Language

Immersion Coordinator
90-Day Entry Plan
Wendy Bermúdez
Overview
Introduction
● Vision & Core Values
● Education & Career

Leading the Dual Language Immersion Program ¡Sí!

● Driving Forces
● Program Goals

Entry Plan
● Pre-Entry Activities
● 90-Day Entry Plan
Introduction
I am an…
Educational Leader
Bilingual Educator
Instructional Coach
Social Justice Advisor
Vision
To provide instruction that is responsive to the diverse student
population in a caring, safe, and academically rigorous learning
environment in partnership with families and the greater school
community, so that all students achieve academic success in two
languages and become global citizens motivated to build a more
equitable, multicultural society.
Core Values
01 02

Student Success Equity

All students have the capacity to All students deserve equal access to
learn at high levels. learning opportunities.

03 04

Inclusivity Collaboration
All students should feel valued at All stakeholders work together
school and proud of their cultural to ensure student success.
and linguistic backgrounds.
Education
Barnard College, Columbia University Certifications
Bachelor's in Urban Studies and ● Elementary Education
Teaching PreK-6
● English as a Second
Teachers College, Columbia University Language PreK-12
● Spanish PreK-12
Master’s in Bilingual/Bicultural ● Gifted Education
Education ● Administration and
Supervision K-12
Universidad de Salamanca
Master’s in Spanish Language &
Culture
Career at Arlington Public Schools

5th Grade Math & Resource Teacher

Spanish Language for the Gifted K-5
Arts Teacher

Spanish Language World Languages

Arts Specialist K-5 Teacher Specialist K-12
 Leading the Dual
Language Immersion
Program
Driving Forces

1 2 3
APS’ Strategic Plan Dual Language The Guiding Principles
Immersion Task Force for Dual Language
Recommendations Education from the
Center for Applied
Linguistics
1. Arlington Public School’s Strategic Plan
2. DLI Task Force Recommendations
1. Move from 50/50 partial immersion to 80/20 early full immersion with grades K-1 in 2023-24
school year
2. Hire a DLI coordinator
3. APS fund the Spanish language core materials for DLI schools
4. APS allocate funding to hire one Spanish reading specialist
5. APS expand access to DLI program through marketing, recruiting, and strengthening the Pre-K
to 12 pathway
6. APS secure or earmark funding for a well-articulated professional learning plan for all teachers
working in DLI program schools and classroom instruction.
7. APS secure funding for a well-designed assessment infrastructure that is aligned to program
goals, instructional objectives, and language and literacy standards for both languages of
instruction
8. To fund, plan, designate staff, and increase course offerings at Wakefield HS to allow it to attract
and sustain DLI students at the school
9. APS HR collaborate with World Languages Office and Dual Language schools to recruit, hire,
and retain bilingual / biliterate staff to teach content in the target language
3. Guiding Principles for Dual Language Education
The Goals of Dual Language Education

Pillar 1 Pillar 2 Pillar 3

Developing Promoting high Fostering
bilingualism and academic sociocultural
biliteracy achievement for all competence
students

As the Dual Language Immersion Coordinator, I will ensure to promote the

goals of dual language education and strengthen our program through
collaboration across content areas at the school and district levels.

Cultivating a Lifelong Love of Language Learning
Year 1
Spanish Language Arts
Reading,
Planning for 80/20 Model,
Expand HS Course
Offerings
-Purchase materials to
support reading instruction in
Spanish K-9
-Adopt Core Curriculum for
K-1 and train teachers
-Collaborate with HS
administrators & staff to offer
DE course in Spanish
3-Year Plan
Year 2
Spanish Language Arts
Writing,
Implement 80/20 Model,
Expand HS Course
Offerings
-Purchase materials to
support writing instruction in
Spanish K- 9
-Support grades K-1 for a
successful implementation of
new bilingual model
-Monitor implementation of DE
Course
Year 3
Content Areas in Spanish,
Well-Designed Assessment
System, Expand HS Course
Offerings
-Purchase materials to
support SS and Science
instruction in Spanish K-12
- An assessment system
aligned to program goals and
objectives, and language and
literacy standards
-Plan for other HS Courses
Entry Plan
Pre-Entry
Activities
Pre-Work

Reflection
Take time to reflect on my leadership--my values, priorities, and goals for this role.

Information & Relationships

Gather and analyze information that is valuable to the role and think about the
relationships I need to build to be successful in this role. Start meeting with
principals to get their feedback on what is working well/not working well.

Needs Assessment
Read program evaluation data and conduct a SWOT analysis to identify
strengths and opportunities for improvement.
90 Day Entry-Plan
Phase 1: Appointment - July 1
1. Letter
Send letter to DLI
community sharing my
background, professional
experience, and vision for
our program. 2. School Meetings
Meet with school leaders
and staff members that are
available in the summer.

3. Central Office
Meet individually with key
Central Office staff to discuss
collaboration throughout the
year.
Phase 2: July 1 - August 15
1. Continue Meetings
Continue meeting and
collaborating with key
2. Purchase materials
stakeholders including school
administrators, central office
administrators, teachers, and
Get quotes and purchase 3. Plan Professional
instructional resources for
families. various program sites.
Learning
Prepare staff development for
the new school year focused
on aligning our program to
The Guiding Principles for
Dual Language Education.
Phase 3: August 15 - August 26
1. Welcome Back
Lead program orientation for
new hires. Go to the schools to
introduce myself and welcome
back all staff to the school
buildings.
3. Shared Commitments
Develop shared commitments
for the year with all DLI staff.
2. Professional learning
Engage in collective
professional learning with all DLI
staff.
4. Open Houses
Greet all families at Open
Houses. Use this time to connect
and make families feel
welcomed.
Phase 3: August 29 - September 30th
1. First Day of School
Be present on the first day to
greet students and families.
Support in what schools need.
3. Debrief with Principals
Share observation data with
principals. Get their feedback
and plan on ways to support.
2. Conduct Walkthroughs
Visit as many classrooms as
possible. Take notes of
strategies teachers are using
and common themes that
emerge.
4. Ongoing Professional Learning
Continue training teachers on
how to implement new materials
and resources that will be used
throughout the year.
Next Steps

1. Finalize Spanish 2. Meet with HS Staff and

Languages Arts Core Administrators to plan
Resource for Dual-Enrollment
Course for SY2022-23

3. School Visits to 4. Ongoing Professional

Observe 80/20 Model in Learning
Other Districts
Students from different ethnic, social class,
and language backgrounds, and with varying
academic strengths and needs, have all
benefited from Dual Language/Immersion
education. There is no particular type of
student that fails to flourish in dual language
programs.
—Howard, Sugarman, and Christian, 2003