Adaptation needs decision rules
RAG-F005
Chapter 4 Finding
Leaders need practical criteria for deciding when a workaround is adaptive leadership and when it crosses into inequitable program drift.
Acceptable adaptations were distinguished from unacceptable drift by whether changes preserved student access, protected the language-of-instruction model, remained transparent and time-bound, and included a plan to restore or monitor core program features.
Equity is the purpose and test of integrity
RAG-F006
Chapter 4 Finding
Integrity should be judged by whether students receive access to rigorous bilingual instruction, biliteracy development, identity affirmation, belonging, and long-term opportunity.
Equity was not separate from program integrity. Participants framed high-quality dual language as protecting access, identity, belonging, rigor, and bilingual opportunity for multilingual learners and other student groups across language backgrounds.
System coherence depends on shared authority and escalation
RAG-F007
Chapter 4 Finding
The framework cannot live only at the school level. Protecting integrity requires shared responsibility, role clarity, and agreed escalation pathways when school-level decisions are constrained by staffing, budgets, accountability, governance, or authority boundaries.
Authority for protecting dual-language integrity was distributed and sometimes indirect. OMME provided expertise, guidance, and program review; network leaders supervised principals; and school leaders made day-to-day implementation decisions.
Contexts
RAG-D001
Codebook Definition
Use when explaining the external environment shaping dual-language implementation.
Contexts are external and system-level forces that shape dual-language implementation before school leaders make local decisions, including policy, accountability, enrollment, labor market, governance, funding rules, demographics, authority boundaries, and district or state requirements.
Culture
RAG-D002
Codebook Definition
Use when explaining beliefs, identity, community meaning, and cultural conditions that protect or weaken implementation.
Culture refers to shared beliefs, assumptions, language ideologies, expectations, and relationship patterns that influence whether dual language is treated as a whole-school equity commitment or as an optional program.
Conditions
RAG-D003
Codebook Definition
Use for operational implementation evidence and practical constraints.
Conditions are the concrete structures, resources, schedules, staffing arrangements, tools, routines, and material supports that make implementation possible or difficult.
Competencies
RAG-D004
Codebook Definition
Use for leadership preparation, technical knowledge, judgment, and professional learning needs.
Competencies are the adult knowledge, skills, dispositions, and professional judgment needed to protect dual-language integrity across classrooms, schools, networks, and central-office supports.
Non-negotiables
RAG-D005
Codebook Definition
Use as a foundation for defining program integrity and red lines.
Non-negotiables are core program elements that must be protected for a dual-language program to remain recognizable as dual language and equitable for multilingual learners.
Program model and language allocation
RAG-D006
Codebook Definition
Use to describe how leaders recognize intended implementation and where drift first appears.
Program model and language allocation include model type, grade span, strand or whole-school configuration, one-way or two-way design, partner language, language-allocation percentages, and assignment of content areas across languages.
Dual-language outcomes and pillars
RAG-D007
Codebook Definition
Use to connect quality to research-based goals and Guiding Principles framing.
Dual-language outcomes and pillars define program integrity through bilingualism, biliteracy, grade-level academic achievement, and sociocultural competence rather than through compliance or designation alone.