The district's role in creating and expanding dual language programming: MABE Conference

I'm attending--as a parent!--the Multi-state Association of Bilingual Educators conference in Rhode Island today. This morning's session I'm attending is on the district's role in creating and sustaining dual language programming, being put on by Framingham Public Schools.
just checking DESE's data on Framingham: 45% first language other than English; 22.4% EL for 2018-19
four programs in elementary; Spanish goes K-12
about 12% of district is in dual language program; 18% of ELs are in dual language
English learning is 23% of district
running transitional programs in English and Portuguese (early elementary), flipping them into dual language
Portuguese is growing in Framingham; Spanish is next biggest group; nearly 60 other languages
all schools have Sheltered English programs; SEI beginners low-incidence in K only (not self-contained)
largest elementary school in Framingham is entirely dual language; Barbieri has had a dual language program over 27 years; was a strand 50/50, then moved to 80/20; "the demand is so high that we looked at" the transitional programs and flipping them into dual language
three strands at high school in Spanish: literature and language, heritage, AP
building dual language in Portuguese K-1 now
"reflect on the why"
"what is the future? what's next?"
given the shift in demographics, given the shift in society: is this the best way?
"our district is not the same as it was in 1980"
Coordinated Program Review from DESE to reflect
"going from an asset-based educational model"
"we know that the national data..." dual language students make the strongest progress in ACCESS testing
there are "things that the school cannot do"..."has to be a partnership with school leaders" back and forth with the district leadership
consistency, we are sure in telling parents "the program in the same, the program is consistent"
staffing: homegrown, partnership programs, visiting teachers from overseas
"need your least movement, least bumping" in staffing such schools

New superintendent "a champion of dual language education" along with 2017-20 strategic plan
whole strand in strategic plan devoted to bilingual education; "if it's in the strategic plan, it's in the strategic plan"
monthly school and district leadership and partnership/planning meetings with shared vision
before and after school meetings with school staff; outreach to families with letters, info sessions, enrollment
"ongoing conversations, not just once and walking away"
it affects every department
"our role is expanding into world language, like it or not"
certain members of the school committee very excited about dual language, "and that's important, because school committee means money"
importance of equity in curriculum: no, you can't "just translate that"
bilingual family engagement coordinator (in part to help families advocate for their children) using Title III; bilingual family association (family voices advocating)
plus translation office
consistency across process
HR and principals work with bilingual department to establish processes to hire new, convert current staff, or shift staff based on contracts
Title III "does not fund dual language" because only a certain percentage are English learners
agreement through DESE for visiting teachers from Spain (who will go back to Spain); now working on one for Brazil (but Brazil right now is very fragile); Brockton has an agreement with Portugal (questions of cultural competency need to be considered as well as language, however)
curricular coordinator for bilingual education
what about language assessment data (and report cards for schools and districts)?
concern over being too quick to blame the program, too quick to blame the language, rather than examining instructional practices
being able to show and demonstrate growth in the language
oral language proficiency
access to curriculum from other countries (and how do you pay for it! issuing POs to foreign corporation)
professional development for whole school
work with incoming programming; discussions with incoming families over their choice
families are sometimes surprised by where their child is on language
want to find a way to balance programs in home language