Draft for discussion 6/3/16 1 Modeling Dual Language Immersion Program Configurations in North and Northeast PPS The District-wide Boundary Review Advisory Committee (DBRAC) has been asked by Superintendent Smith to offer advice on school boundaries, program locations and feeder patterns related to the opening of three middle schools: Ockley Green (opening August 2016), Tubman and Roseway Heights (opening 2017). Changes to Beaumont Middle School have been proposed, as well. After reviewing a starting point scenario and participating in several community workshops, DBRAC requested that PPS staff model those middle schools’ feeder K-5 Dual Language Immersion (DLI) programs as either co-located with equally sized neighborhood programs or as stand-alone programs. This paper provides a brief overview of the DLI programs in this region, guidance from the DLI department regarding expanding or reconfiguring programs and options for accomplishing the DBRAC request. DLI programs in Ockley Green, Tubman Beaumont and Roseway Heights feeder patterns Research from across the country and specifically here in PPS (Steele, et al 2015--see DLI department website) shows DLI to be a highly effective educational program model in meeting the academic needs of historically underserved emerging bilingual students as well as providing an enriched educational experience for all students. The PPS Board has directed the district to expand immersion, prioritizing new and growing programs in areas where native speakers of DLI partner languages reside. Currently there are 5 DLI programs that are or would be feeder schools to Ockley Green, Tubman, Beaumont and Roseway Heights middle schools. All of the programs listed below are co-located with neighborhood, English only programs. Demographic information for neighborhood and DLI programs are included later in this report. K-5 DLI program site Partner Language Feeder Pattern* Access Sections per grade (2015-16) Beach Spanish Ockley Green/ Roosevelt Neighborhood and N/NE region 2 sections per grade K- 4, 1 section grade 5 Rigler Spanish Beaumont/Madison Neighborhood only 2+ sections per grade Scott Spanish Roseway Heights/ Madison Neighborhood only 2+ sections per grade K- 3 King Chinese Tubman/TBD Albina HS, neighborhood and districtwide 2 sections per grade K-2 Roseway Heights Vietnamese Roseway Heights/ Madison Districtwide 2 sections per grade K-1 *If currently a K-8, middle school shown is from starting point scenario King School currently operates two sections of neighborhood programming at most grades, however class sizes are small. Roseway Heights is slated to convert from a K-8 school to a middle school beginning in 2017, so the Vietnamese DLI program must be relocated. Beach, Rigler and Scott generally have only one section of English-only programming at each grade level. Some challenges that have been expressed regarding single section neighborhood programs include: Enrollment volatility, as most new students who move into a school boundary are not eligible to join upper grades of an immersion program, Lack of options for students to have different classmates from year to year, More difficulty staffing to provide instructional variety to match individual student levels,
Transcript
Draft for discussion 6/3/16 1
Modeling Dual Language Immersion Program Configurations in North and Northeast PPS
The District-wide Boundary Review Advisory Committee (DBRAC) has been asked by Superintendent Smith to offer
advice on school boundaries, program locations and feeder patterns related to the opening of three middle schools:
Ockley Green (opening August 2016), Tubman and Roseway Heights (opening 2017). Changes to Beaumont Middle
School have been proposed, as well.
After reviewing a starting point scenario and participating in several community workshops, DBRAC requested that PPS
staff model those middle schools’ feeder K-5 Dual Language Immersion (DLI) programs as either co-located with equally
sized neighborhood programs or as stand-alone programs. This paper provides a brief overview of the DLI programs in
this region, guidance from the DLI department regarding expanding or reconfiguring programs and options for
accomplishing the DBRAC request.
DLI programs in Ockley Green, Tubman Beaumont and Roseway Heights feeder patterns
Research from across the country and specifically here in PPS (Steele, et al 2015--see DLI department website) shows DLI
to be a highly effective educational program model in meeting the academic needs of historically underserved emerging
bilingual students as well as providing an enriched educational experience for all students. The PPS Board has directed
the district to expand immersion, prioritizing new and growing programs in areas where native speakers of DLI partner
languages reside.
Currently there are 5 DLI programs that are or would be feeder schools to Ockley Green, Tubman, Beaumont and
Roseway Heights middle schools. All of the programs listed below are co-located with neighborhood, English only
programs. Demographic information for neighborhood and DLI programs are included later in this report.
K-5 DLI program site
Partner Language
Feeder Pattern* Access Sections per grade (2015-16)
Beach Spanish Ockley Green/ Roosevelt
Neighborhood and N/NE region
2 sections per grade K-4, 1 section grade 5
Rigler Spanish Beaumont/Madison Neighborhood only 2+ sections per grade
Scott Spanish Roseway Heights/ Madison
Neighborhood only 2+ sections per grade K-3
King Chinese Tubman/TBD Albina HS, neighborhood and districtwide
2 sections per grade K-2
Roseway Heights
Vietnamese Roseway Heights/ Madison
Districtwide 2 sections per grade K-1
*If currently a K-8, middle school shown is from starting point scenario
King School currently operates two sections of neighborhood programming at most grades, however class sizes are
small. Roseway Heights is slated to convert from a K-8 school to a middle school beginning in 2017, so the Vietnamese
DLI program must be relocated.
Beach, Rigler and Scott generally have only one section of English-only programming at each grade level. Some
challenges that have been expressed regarding single section neighborhood programs include:
Enrollment volatility, as most new students who move into a school boundary are not eligible to join upper
grades of an immersion program,
Lack of options for students to have different classmates from year to year,
More difficulty staffing to provide instructional variety to match individual student levels,
Draft for discussion 6/3/16 2
Higher concentrations of Emerging Bilingual students who do not speak the partner DLI language as well as
students with special learning needs.
Guidance from DLI department on siting and configuring programs
The Dual Language Immersion Department provided initial guidance to DBRAC regarding program expansion and
configuration in December 2015. Department staff have added the following information as well:
1. DLI Department priorities related to Enrollment Balancing a. Identify a permanent home for Vietnamese DLI b. Create space for new programs
i. Chinese in Southeast Portland ii. Spanish strands 2-4 (could be additions to currently existing programs)
c. Create sustainable middle school immersion programs d. Create sustainable elementary school immersion programs
Attached to this report are maps showing the residence of kindergarten students whose home language is Vietnamese, Chinese or Spanish. Accompanying charts show 3 year averages of that same data.
2. When siting new programs the department recommends these factors be considered: a. Priorities for siting Immersion programs:
i. Proximity to concentration of native speakers of the partner language ii. Sufficient classroom capacity
b. Additional siting considerations:
i. Feeder pattern preferences
ii. Balanced co-location (if applicable), where the size of the neighborhood and immersion strands
are similar
iii. Fit with additional programs/services in a school
3. Because balanced co-locations may not be achievable in every location, the department advises that the
following steps may be taken to mitigate challenges when one program in a building is smaller than the
other:
a. 50/50 programs (where students learn in the partner language for ½ the day and in English for the other half) are easier to co-locate in schools that only fit 3 strands. There are more opportunities for regrouping students with the neighborhood side classes because there is less instructional time in the partner language than in 90/10 schools (where K-2 students learn in the partner language for 90% of the day and English in 10% of the day). 50/50 instruction models include Chinese DLI and Vietnamese DLI. Spanish DLI is a 90/10 model.
b. Another way to mitigate tensions created by having students in the neighborhood program who did not gain
admittance into the DLI program through the lottery is to offer world language enrichment to the
neighborhood program. This strategy does not address the constraints of having a single cohort.
DLI Director Debbie Armendariz offered this statement regarding challenges related to small neighborhood
programs co-located with immersion: "While single strand immersion programs present challenges, single strand
neighborhood programs are even more undesirable. We have some places such as Beach and Rigler where this has
created inequities between the two programs that are not easy to mitigate. Single strand neighborhood programs are
required to accept all neighborhood students making their enrollment unstable. Students are locked in to the same
cohort and sometimes have higher needs than the immersion strands.”
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DLI Configuration Options
DBRAC requested that all DLI programs that feed to Ockley Green, Tubman, Beaumont, and Roseway Heights middle schools be shifted to either:
Balanced co-located models, with at least two sections of English-only neighborhood program and at least two sections of immersion, or
Stand-alone models with separate neighborhood and immersion schools.
Based on the guidance provided by the DLI department and available enrollment and facility information, the following series of configurations is offered for consideration. Each of the options shown below exhibit strengths and risks, and are presented for discussion only. None of the options have been endorsed by DBRAC, the DLI department or PPS. Some of the potential implications of each option are listed at the end of each section.
In order to develop any of the options shown into components of full enrollment balancing scenarios, additional input would be sought from program and school administrators regarding the potential impact. Changing immersion or neighborhood programs could impact other programs and services currently available in the schools.
The neighborhood boundaries for each option are based upon the starting point scenario released by PPS staff for discussion in April 2016. Note that neighborhood capture rates, the percentage of students who reside in a school’s boundary and attend the neighborhood program, differs from school to school. Therefore, the total number of students attending in each option may vary slightly depending on how neighborhood boundaries shift in each option. The DLI department has advised staff to model growing immersion programs as having 24 students per classroom in the future.
Options for Rigler and Scott Spanish DLI
Because Rigler and Scott are adjacent schools offering Spanish DLI to students in their own neighborhoods, staff developed several ways the two programs could merge together to provide balanced co-location and/or stand-alone programs. Note that in 2015-16, Scott DLI is a K-3 program. By 2017-18, this program grows to become a full K-5 program with an estimated 48 students per grade.
When considering these configuration options, it is important to note that Rigler and Scott have both experienced significant structural change in the past decade:
2005: The Spanish Immersion program was launched at Rigler. It was initially a program for students in the region but changed to neighborhood-only due to space constraints.
2006: Rigler and Scott began conversion to K-8 schools. Prior middle schools had been Whitaker (through 2004) and Gregory Heights.
2008: Rigler and Scott were deemed too crowded to hold 8th grade. Eighth graders were assigned to a separate academy at Madison High School.
2009 Rigler and Scott received modular classrooms and held grades K-8 for the first time.
2011: Due to significant overcrowding, Rigler students in grades 7 & 8 were assigned to Vernon K-8 school.
2012: Rigler is converted to a K-5 school feeding to Beaumont Middle School. The Spanish Immersion program was launched at Scott.
Each configuration option shown focuses on changes at the K-5 level. Community members also requested that DBRAC consider having Rigler and Scott students attend the same middle school. Accomplishing this goal would require at least one other feeder school to shift to a different middle school. Feeder patterns for Tubman, Ockley Green or Mt. Tabor middle schools could be impacted, and careful attention would be needed to avoid establishing concentrations of poverty or wealth in any of those schools. Students from Rigler and Scott matriculate to Madison High School now, and there have been no requests received to adjust that feeder pattern.
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Rigler and Scott Free and Reduced Meal Eligibility
Neighborhood Program 53.3% 14.4% 5.5% 1.7% 2.4% 18.9% 3.8% 291
Scott Total 54.5% 11.6% 3.8% 1.1% 2.1% 23.5% 3.4% 473
Rigler and Scott Option 1: Co-location at paired K-2 (Scott) and 3-5 (Rigler) schools.
In this option the boundary between Rigler and Scott is eliminated and the grade structures of each school are modified. All neighborhood and immersion students in grades K-2 are assigned to Scott, while all neighborhood and immersion students in grade 3-5 are assigned to Rigler. Scott was selected for K-2 as more classrooms are closer to ground level, a necessary access issue for young students. If this option moves forward confirmation that all classrooms meet access requirements would be needed.
The current imbalance between neighborhood and immersion programs at Rigler and Scott would persist if the schools were reconfigured. Based on current rates of participation in Spanish Immersion, there would be a minimum of four sections of immersion, but only one section of English-only neighborhood program.
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Rigler and Scott Option 1 Map
Utilization and Enrollment
Starting Point Scenario 2015-16 Rigler/Scott Option 1: K-2/3-5 2015-16
Config Total Enroll
Immersion Enroll
Nhood Enroll Util Config Total Enroll
Immersion Enroll
Nhood Enroll
Util
Rigler K-5 451 314 (52.3/grade)
137 (22.8/grade)
89% 3-5 422 177 (59/grade)
245 (81.6/grade)
84%
Scott K-5 394 181 (45.3/grade)
213 (35.5/grade)
77% K-2 421 318 (106/grade)
103 (34.2/grade)
81%
Starting Point Scenario 2020-21 Rigler/Scott Option 1: K-2/3-5 2020-21
Config Total Enroll
Immersion Enroll
Nhood Enroll Util Config Total Enroll
Immersion Enroll
Nhood Enroll
Util
Rigler K-5 468
314 (52.3/grade)
154 (25.7/grade)
92% 3-5 411 284 (94.7/grade)
127 (42.5/grade)
82%
Scott K-5 382
288 (48/grade)
94 (15.7/grade)
75% K-2 433 318 (106/grade)
115 (38.3/grade)
83%
Note: Capture rates for K5 at Scott (64%) and Rigler (71%) remain the same and result in changes to K-2 and 3-5 student
counts.
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Rigler-Scott Spanish DLI Option 1 Evaluation
Priorities/Considerations Status Comments
Priority 1: Proximity to native speakers High density of native speakers within boundaries, potential space for regional native speakers
Priority 2: Building utilization Both buildings below 90% utilization, but neighborhood programs below 50 student per grade level
Consideration 1: Feeder pattern Requires change in proposed RWH feeder pattern or split between in RWH/Beaumont. Adds an additional transition for students
Consideration 2: Balanced co-location Neighborhood enrollment less than 2 sections, Immersion 3-4 sections
Consideration 3: Program fit TBD
Rigler and Scott Option 2: Stand-alone (Rigler) AND co-location (Scott)
In this option, all sections of the English-only neighborhood program are held at Scott school. Rigler would have immersion classes for students who live in the Rigler neighborhood, while Scott would offer immersion to Scott neighborhood students. Rigler may grow to more than 3 sections of immersion if the school opens to other students in the region. This option brings Scott enrollment closer to co-location balance, but uses nearly all available classrooms. Space would have limited space to reduce class sizes or offer additional support spaces, both of which are typically needed in schools that receive higher rates of Title I and equity funds.
Rigler and Scott Option 2 Map
Draft for discussion 6/3/16 7
Utilization and Enrollment
Starting Point Scenario 2015-16 Rigler/Scott Option 2: Rigler Standalone; Scott Co-Located 2015-16
Config Total Enroll
Immersion Enroll
Nhood Enroll Util Config Total Enroll
Immersion Enroll
Nhood Enroll
Util
Rigler K-5 451 314 (52.3/grade)
137 (22.8/grade)
89% K-5 314 314 (52.3/grade)
N/A 67%
Scott K-5 394 181 (45.3/grade)
213 (35.5/grade)
77% K-5 531 181 (45.3/grade)
350 (58.3/grade)
94%
Starting Point Scenario 2020-21 Rigler/Scott Option 2: Rigler Standalone; Scott Co-Located 2020-21
Config Total Enroll
Immersion Enroll
Nhood Enroll Util Config Total Enroll
Immersion Enroll
Nhood Enroll
Util
Rigler K-5 468 314 (52.3/grade)
154 (25.7/grade)
92% K-5 314 314 (52.3/grade)
N/A 67%
Scott K-5 382 288 (48/grade)
94 (15.7/grade)
75% K-5 536 288 (48/grade)
248 (41.3/grade)
95%
Rigler-Scott Spanish DLI Option 2 Evaluation
Priorities/Considerations Status Comments
Priority 1: Proximity to native speakers High density of native speakers within boundaries, potential space for regional native speakers
Priority 2: Building utilization Scott nears 95% utilization
Consideration 1: Feeder pattern Requires change in proposed RWH feeder pattern or split between in RWH/Beaumont
Consideration 2: Balanced co-location Although both immersion and neighborhood sections are less than 2 sections per grade, they are balanced, similar sizes
Consideration 3: Program fit TBD
Addition option (not shown): Create All Immersion School at Rigler and Neighborhood Only School at Scott
Initial investigation into this option shows that Scott would not be able to reach the base threshold of 50 students per grade level without receiving more neighborhood students through boundary change. At the same time, Rigler would likely need to support four immersion classrooms per grade level and would be overcrowded.
Draft for discussion 6/3/16 8
King Chinese DLI
The King Chinese Immersion program was launched in 2013 to provide an accessible dual language immersion option in
Northeast Portland for students who have historically not enrolled in immersion. The program is located close to the
Albina Head Start, which offers a PK Chinese Immersion program.
Significant gentrification in the Jefferson cluster has been a root cause of neighborhood and school changes for more
than a decade. King transitioned to a PK-8 school beginning in 2005 and has been impacted by numerous other
structural changes, including:
The closing of Tubman Middle School
The opening and closing of Young Men’s and Young Women’s Academies designed to serve middle and high
school aged students in the Jefferson Cluster
Reconfigurations of Jefferson High School including the dual assignment option for King students to choose
either Jefferson or Grant high schools
The closing of nearby Humboldt School in 2012.
Currently, the King building has enough space to hold a balanced two-section neighborhood program and a two-
section DLI program. The neighborhood program is slightly under-enrolled by approximately 5 students per grade.
The DLI program is in grades K-2 and would be a full K-5 by 2019-20.
King Option 1: Create Balanced Co-Location through Boundary Change
While the King Mandarin DLI program is not yet a full K5 program, it is expected to grow to two sections per grade. To be
balanced with the neighborhood program, King needs a small boundary change beyond that proposed in the starting
scenario (approximately 5 students per grade) to have balanced, two sections per grade each in the neighborhood and
dual language programs. A portion of Boise-Eliot/Humboldt or Sabin boundaries could be shifted to King. A Boise-
Eliot/Humboldt change is shown for illustration purposes only. With this slight change, King could meet the DBRAC goal
of a balanced co-located neighborhood and immersion school.
Superintendent Smith has proposed that King neighborhood and immersion programs feed to Tubman Middle School.
DLI program students will reach 9th grade in 2021. As King neighborhood students have dual assignment options for
Jefferson and Grant, a decision will be made prior to that year regarding the location of the high school Chinese DLI
Priority 1: Proximity to native speakers Dependent upon most native speakers coming from outside Beach boundaries. Few emerging bilinguals within Beach boundary.
Priority 2: Building capacity Beach would have few if any classrooms remaining to support smaller class sizes or additional enrichment options.
Consideration 1: Feeder pattern Neighborhood/immersion feed to Ockley Green MS. Does not join another K-5 DLI at Ockley.
Consideration 2: Balanced co-location Beach neighborhood and immersion are close to target sizes of 50 students per grade level
Config Total Immersion Nhood Util Config Total Immersion Nhood Util
Beach K-5 473 290 (48.3/grade)
183 (30.5/grade)
70% K-5 647 290 (48.3/grade)
357 (59.5/grade)
96%
Chief Joseph
K-5 287 N/A 287 (47.9/grade)
62% K-5 336 N/A 336 (56/grade)
71%
Peninsula K-5 353 N/A 353 (58.8/grade)
71% K-5 316 N/A 316 (52.6/grade)
64%
Woodlawn K-5 332 N/A 332 (55.3/grade)
89% K-5 302 N/A 302 (50.3/grade)
83%
Draft for discussion 6/3/16 13
Beach Option 2: Create Standalone Spanish DLI at Chief Joseph and Neighborhood-Only School at Beach
Spanish DLI moves from Beach to Chief Joseph, which becomes an all-immersion school. Chief Joseph was selected as a
stand-alone site because it is not large enough to hold a three-section per grade level program. There are not enough
students in the Jefferson cluster who speak Spanish at home to warrant expansion of the DLI program at this time.
Beach, Woodlawn, and Peninsula absorb Chief Joseph’s boundary.
This option illustrates the potential for housing a stand-alone Spanish DLI in the Jefferson cluster. However, it would
require major change for the Chief Joseph community, which experienced reconfiguration to a two-campus K-8 school in
2013 and is now converting back to a K5 school.
Beach Option 2 Map
Utilization and Enrollment
Starting Point Scenario Enrollment 2015-16 Beach Spanish DLI Option 1: Chief Joseph Standalone
DLI 2015-16
Config Total Immersion Nhood Util Config Total Immersion Nhood Util
Beach K-5 478 290 (48.3/grade)
188 (31.3/grade)
71% K-5 434 N/A 434 (72.4/grade)
68%
Chief Joseph
K-5 332 N/A 332 (55.3/grade)
89% K-5 290 290 (48.3/grade)
N/A 79%
Peninsula K-5 290 N/A 290 (48.3/grade)
63% K-5 375 N/A 375 (62.5/grade)
77%
Woodlawn K-5 373 N/A 373 (62.2/grade)
74% K-5 376 N/A 376 (62.7/grade)
75%
Draft for discussion 6/3/16 14
Starting Point Scenario Enrollment 2020-21 Beach Spanish DLI Option 1: Chief Joseph Standalone
DLI 2020-21
Config Total Immersion Nhood Util Config Total Immersion Nhood Util
Beach K-5 473 290 (48.3/grade)
183 (30.5/grade)
70% K-5 422 N/A 422 (70.4/grade)
67%
Chief Joseph
K-5 287 N/A 287 (47.9/grade)
62% K-5 290 290 (48.3/grade)
N/A 79%
Peninsula K-5 353 N/A 353 (58.8/grade)
71% K-5 376 N/A 376 (62.6/grade)
77%
Woodlawn K-5 332 N/A 332 (55.3/grade)
89% K-5 355 N/A 355 (59.2/grade)
71%
Chief Joseph Stand-alone Spanish DLI Option Evaluation
Priorities/Considerations Status Comments
Priority 1: Proximity to native speakers Dependent upon most native speakers coming from outside Beach/Chief Joseph boundaries. Few native speakers within Chief Joseph/Beach boundaries.
Priority 2: Building capacity All schools below 90% utilization & above 50 students per grade level
Consideration 1: Feeder pattern Neighborhood/immersion feed to Ockley Green MS
Consideration 2: Balanced co-location N/A
Consideration 3: Program fit TBD
Vietnamese DLI
PPS launched the first Vietnamese DLI program in Oregon when the program opened in 2014. As the attached map
shows, children who speak Vietnamese at home are clustered near the outer Northeast and outer Southeast corners of
the district boundaries. The decision to open at Roseway Heights was made in part because of available space and the
potential for a feeder pattern into Madison High School, the preferred location for high school matriculation beginning
in 2023. Below are options for maintaining the program in the Roseway Heights and Madison feeder pattern when
Roseway Heights converts to a middle school in 2017.
Vietnamese DLI Option 1: Balanced Co-location at Lee
Vietnamese DLI moves from Roseway Heights to Lee. We looked at Lee because it has one more classroom than Vestal;
however, it still has capacity for only about 450 students whereas we need space for 550-600 students for two strands
each of the DLI and neighborhood program.
In this option, 4 classrooms are set aside in 2017-18. The program would eventually grow to 12 classrooms in the future
with 20 students per classroom. To accommodate this growth and to boost Vestal’s enrollment, part of the Lee
boundary and part of the Rose City Park and Laurelhurst boundaries along I-84 shifts south to Vestal. Although balanced
with the Vietnamese DLI program, the Lee neighborhood program would need additional boundary change in order to
Starting Point Scenario Enrollment 2015-16 Vietnamese DLI Option 1:Co-Location at Lee 2015-16
Config Total Immersion Nhood Util Config Total Immersion Nhood Util
Lee K-5 337 N/A 337 (56.2/grade)
75% K-5 433 96 (K-1) (48/grade)
337 (56.2/grade)
90%
Vestal K-5 336 96 (K-1) (48/grade)
240 (39.9/grade)
70% K-5 240 N/A 240 (39.9/grade)
55%
Note: In the Starting Point Scenario, Vietnamese DLI was modeled as having 48 students per grade. Lee is modeled as
having 48 students per grade for 2015-16 and 2020-21 forecasts in order to account for planned program growth; this
number has also been used in this version of the Starting Point Scenario enrollment to enable cross-scenario
comparisons.
Vietnamese DLI Option 1 Evaluation
Priorities/Considerations Status Comments
Priority 1: Proximity to native speakers Lee has the highest concentration of native Vietnamese speakers in Madison cluster, is far from concentrations in south Franklin cluster
Priority 2: Building capacity Lee exceeds 100% utilization, while having fewer than 50 students per grade level in the neighborhood program
Consideration 1: Feeder pattern Neighborhood/immersion feed to Roseway Heights MS, Madison HS
Consideration 2: Balanced co-location Neighborhood and DLI programs balanced
Consideration 3: Program fit TBD
Vietnamese DLI Option 2: Balanced Co-location at Vestal
In the Starting Point Scenario, Vietnamese DLI was co-located with the Vestal neighborhood program, which maintains is
current boundary.
Utilization and Enrollment
Starting Point Scenario Enrollment 2015-16
Config Total Immersion Nhood Util
Lee K-5 337 N/A 337 (56.2/grade)
75%
Vestal K-5 336 96 (K-1) (48/grade)
240 (39.9/grade)
70%
Starting Point Scenario Enrollment 2020-21 Vietnamese DLI Option 1:Co-Location at Lee
2020-21
Config Total Immersion Nhood Util Config Total Immersion Nhood Util
Lee K-5 352 N/A 352 (58.7/grade)
78% K-5 640 288 (48/grade)
352 (58.7/grade)
122%
Vestal K-5 534 288 (48/grade)
246 (40.9/grade)
101% K-5 246 N/A 246 (40.9/grade)
55%
Draft for discussion 6/3/16 17
Starting Point Scenario Enrollment 2020-21
Config Total Immersion Nhood Util
Lee K-5 352 N/A 352 (58.7/grade)
78%
Vestal K-5 534 288 (48/grade)
246 (40.9/grade)
101%
Note: In the Starting Point Scenario, Vietnamese DLI was modeled as having 40 students per grade. This number was
adjusted to 48 students per grade in this version of the Starting Point Scenario enrollment to account for program
growth and to enable cross-scenario comparisons.
Vietnamese DLI Option 2 Evaluation
Priorities/Considerations Status Comments
Priority 1: Proximity to native speakers Close to concentrations of native speakers in Madison cluster but far from south Franklin cluster
Priority 2: Building utilization Vestal exceeds 100% utilization, fewer than 50 students per grade level
Consideration 1: Feeder pattern Neighborhood/immersion feed to Roseway Heights MS, Madison HS
Consideration 2: Balanced co-location Neighborhood and DLI programs balanced
Consideration 3: Program fit TBD
Addition option (not shown): Site Vietnamese DLI in Southeast in 2018
Vietnamese Immersion could move into the Franklin cluster. Buildings which could have enough space to hold a
balanced co-located program are Arleta and Lent (which currently holds a Spanish DLI program). One challenge with this
option is that the program needs to move out of Roseway Heights in 2017, but could not move into a Southeast school
until 2018, when reconfigurations are slated and Kellogg Middle School is expected to re-open.
Rose City Park School could be a temporary place for Vietnamese DLI. We did not consider it as a permanent home for
the program because there are not enough classrooms to be a balanced co-located neighborhood/immersion school.
Additionally, if Rose City Park did not open as a neighborhood school there would not be space for Vietnamese DLI and
ACCESS to co-locate for more than 2-3 years. One common theme from Vietnamese community members has been the
importance of establishing a stable location. Having to hold at a temporary site may delay some families from enrolling.
