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School Overview

Mission Statement

The mission of Cesar Chavez Language Academy (CCLA) is to create a family and community-centered environment that promotes a rigorous academic environment which creates bilingual, biliterate and multicultural quality education for all students. This environment fosters creative, honest and kind citizens of the community and the world.


Motto: Bilingual | Biliterate | Bicultural | By Choice   Our Mascot: Quetzal  School Colors: White & Green


Program Overview

The Santa Rosa Cesar Chavez Language Academy community believes that the best setting for educating linguistic minority pupils - and one of the best for educating any pupil - is a school in which two languages are used without apology and where becoming proficient in both is considered a significant intellectual and cultural achievement. (C. Glenn, 1990).


~Preservation of one’s own culture does not require contempt or disrespect for

other cultures.~ Cesar Chavez


Cesar Chavez Language Academy (CCLA) is a school dedicated to excellence and fidelity to a high quality implementation of the two-way immersion (TWI) model. CCLA will support all students in a rigorous, highly focused educational environment that will prepare them for a future in higher education and a global workforce.  CCLA is dedicated to inspiring each child to realize his/her unique potential. Central to the educational philosophy is the belief that children learn best when:


  • There are high standards and expectations for all.
  • They become active participants in, not mere recipients, of their education.
  • A positive school culture is developed that respects diversity and multi-culturalism.
  • Parents and community are seen as essential partners.
  • The language and culture of all families are valued and embraced.
  • They are provided a positive, respectful learning environment, where students take responsibility for their actions, choices and learning.
  • Collaboration and positive interaction among peers is facilitated.
  • They are offered meaningful high quality instruction.
  • They are given opportunities to use technology as a tool to access and share knowledge across the content areas.
  • Teachers reflect and differentiate instruction based on student’s needs.
  • Teachers are given time to collaborate and plan instruction based on assessment and student needs.
  • Teachers and staff are provided quality professional development to ensure they are implementing best practices and current research.


Curriculum and Instruction

The current research states the needs of language minority and language majority students can be simultaneously met by combining the best features of immersion programs and of bilingual education. According to Kathyrn Lindholm-Leary, Dr. Stephen Krashen and Dr. James Cummins, bilingual immersion programs are based on four underlying ideas:

  1. Second language is best acquired by language minority students when their first language is firmly established.
  2. Second Language is best acquired by language majority students through immersion in that language.
  3. Knowledge learned through one language paves the way for knowledge acquisition in the second language. Thus, students who learn content in one language are expected to demonstrate content knowledge in the second language once they acquire the language skills to express the knowledge.
  4. Students need to reach a threshold level of native language proficiency in order to facilitate second language development. Long-term cognitive advantages of bilingualism will not accrue until the student has sufficiently developed both languages.


Percentage of Instructional Time in Each Language

90/10 in grades K and 1: all subject matter is taught in Spanish without translation. Students receive oral English language development and literacy development appropriate to their English language level for 45-60 minutes daily from another teacher at the same grade level.

70/30 in grades 2 and 3:  instructional time is allotted by Spanish being taught 70 percent and English taught 30 percent of the day. English literacy is increased in third grade with Spanish literacy continuing through the grades. Spanish teachers work with English teacher partners, trading students during the school day.

50/50 in grades 4, 5, 6, 7 and 8 instructional time is divided between English and Spanish with the range of 50% to 50% of classes taught in Spanish and English.


Role of Parents and the Community in the Program

Cesar Chavez Language Academy recognizes that students and schools are more successful when parents, staff, students, and the community work together to support and foster learning for all. Therefore, at the Charter School, the education of each child is a joint venture between the parent, student, community and school.


To support this goal:

  1. Parents/guardians, staff, and community partners are elected to serve on the Bilingual Advisory Board (BAB).
  2. Parents and guardians who enroll their children in the school accept their responsibility for their children’s education. Therefore, they will agree to:
  • Discuss regularly with their child the importance of education and school
  • Keep in regular contact with their child’s teacher(s) regarding student progress.
  • Attend mandatory school sponsored parent meetings regarding the school’s program.
  • Consistently support their child in completion of school work and preparation for assessments.
  1. Staff provides outreach to students and their parents to create two-way communication and participation, efforts that will be overseen by the program coordinator.