CDE EL-SLT ALT PRG ONLYCutler-Orosi Nov08

1.0: Instructional Program

	Strongly Disagree	Disagree	Agree	Strongly Agree
1.n. The school has implemented an effective research-based literacy (biliteracy) plan for alternative programs.

2.0: Instructional Time

	Strongly Disagree	Disagree	Agree	Strongly Agree
2.j.Alternative programs provide primary language instruction for the appropriate amounts of time as specified by program design (e.g., 90/10, 50/50, Transitional Bilingual Education (TBE), etc.)

3.0: Principals’ Instructional Leadership Training

	Strongly Disagree	Disagree	Agree	Strongly Agree
3.d. School administrators implementing alternative programs are knowledgeable of research on bilingual instructional programs and use tools to actively monitor the effectiveness of programs (e.g., Evaluator’s Toolkit for Dual Language Programs).

4.0: Credentialed Teachers and Professional Development Opportunity

	Strongly Disagree	Disagree	Agree	Strongly Agree
4.e. All ELs in alternative programs are taught by fluent and appropriately-authorized Bilingual Cross-Cultural Language and Academic Development (BCLAD) teachers.

6.0: Ongoing Instructional Assistance and Support for Teachers

	Strongly Disagree	Disagree	Agree	Strongly Agree
6.d Content experts and coaches knowledgeable in primary language instruction support and assist teachers instructing in the primary language.

7.0 Monthly Collaboration for Teachers by Grade Level or Department

	Strongly Disagree	Disagree	Agree	Strongly Agree
7.f. Alternative program teachers collaborate with SEI and ELM teachers to ensure consistency between programs.

8.0 Lesson Pacing Schedule and Intervention

	Strongly Disagree	Disagree	Agree	Strongly Agree
8.d. Alternative programs have provisions in place to keep ELs on pace with the R/LA and mathematics pacing schedule, regardless of language of instruction.