Conclusions & implications.
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1st. Conclusion
This Participatory Action Research (PAR) study represented a valuable leadership opportunity in many fields; implementing new transition practices, review and lead instructional practices, design and implement innovation, improve teamwork, take data based decisions, etc. (transform, double and triple loops) I am now a better teacher and a better leader. Our team is better.
Implications
- There is the need deepen in the study of the leadership roles into Two-Way Immersion programs
- Leading is managing innovation/change; before implementing any innovation, the change should start by oneself, after a thorough scrutiny of one’s own moral principles.
2nd. Conclusion
Every participant valued and acknowledged the impact of the transition practices on student achievement, especially for students at-risk. The new transition practices in place were welcomed and had a high participation. However, the fact that the existent practices were scattered and poorly articulated showed a different picture. Other urgent aspects of daily practices push transitions back in the list of priorities.
Implications
- There is the need to revise, articulate and evaluate the existing transition practices in DI programs from a global approach.
- There is the need to implement new transition practices involving the three spheres of influence.
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3rd. Conclusion
In designing transitions, a global approach should be considered from the personal and social perspectives in three different dimensions. In the first dimension, all spheres of influence should be included (school, family and community). In the second dimension, not only academic factors should be considered, but also socio-emotional and procedural expectations. In the third dimension, all students should benefit from improved articulation in transition practices, but students academically at-risk should be monitored closely to ensure their best placement and success in DI programs in order to ensure equity for all.
Implication
- There is the need to ensure equity through equalizing benefits for all students through the implementation of improved transition practices considering not only academic aspects, but also social and procedural factors.
4th. Conclusion
All groups described as academically at-risk have been identified and studied by teachers and scholars. However, there is broad agreement on the increased affectation of transition practices for students with learning disabilities due to its complexity and the multiple layers of policies in place. There is no detailed protocol in place for a Dual Immersion transition. English Learners students are generally benefited from the programs. Hispanic and language minorities are the third group more affected, however there is no full agreement. Whites are the group least affected.
Implications
- There is the need to focus on earlier identification and placement for students at risk.
- There is the need to perfect a transition protocol for Dual Immersion programs.
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5th. Conclusion
Students with disabilities should remain in the Dual Immersion program in Middle School. Long time peers and a known environment may act as a protective factor for these students. However, an active process of monitoring should adjust their instruction and best placement in Middle School..
Implication
- There is the need for more research on transitions: protective factors, leadership roles in Dual Immersion programs, DI student performance of other at-risk groups; Hispanic, English Learners and low Socio-Economic Status.
