The Spanish dual language immersion program was a focal point of the meeting. The program, which follows an 80-20 instructional model with 80% of the instruction in Spanish and 20% in English, is designed to fully integrate within existing school frameworks. As part of its preparation, the district has initiated partnerships with the Center for Advanced Research on Language Acquisition (CARLA) at the University of Minnesota, providing professional development opportunities for educators involved in the program.

Enrollment figures for the program were particularly promising, with 96 students already registered. The enrollment is approximately evenly split between in-district students and those transferring from neighboring areas. Staffing was identified as an area of focus, with ongoing recruitment efforts aimed at hiring qualified educators fluent in Spanish. The district conveyed confidence in securing suitable candidates despite national challenges in teacher recruitment.

Community engagement has been a cornerstone in the development of the dual immersion program. Through open houses and registration nights, families have been involved, allowing them to engage with school staff, tour facilities, and complete registrations. These events have been instrumental in fostering a welcoming environment and ensuring a smooth transition for incoming kindergarten students. Moreover, plans for additional touchpoints throughout the summer, including assessments and welcome back conferences, aim to solidify the sense of community and inclusivity for all students.

The board also addressed concerns regarding student retention and program sustainability. While aiming for high retention rates, the administration acknowledged that some attrition is expected in dual language programs. Maintaining adequate class sizes was emphasized as vital for financial viability and program success. Transparency with families about the challenges of learning two languages was deemed critical to managing expectations, particularly for young students who may face initial difficulties.

In addition to the dual immersion program, the meeting delved into updates on student achievement and community engagement initiatives. A review of the FastBridge assessment results revealed an achievement rate of 59%, with goals set to reach 80% proficiency among primary students and 75% among intermediate students. The board discussed the use of data to inform targeted interventions and support student progress, with specific attention to closing opportunity gaps for marginalized students.

Principal Lori Mosser of Oneka Elementary presented an update on her school’s initiatives, highlighting partnerships with local organizations and community events that enhance educational experiences. Notable programs included a theater partnership with Ashland Theater and a coding initiative led by media specialist Molly Lee, which engages kindergarten students in programming tasks. Family engagement events, such as bingo nights and art parties, were celebrated for their role in strengthening community ties and supporting the school’s mission of inclusivity and academic excellence.

The board also received updates on the Spanish dual immersion program’s curriculum and instructional strategies. The program will utilize existing approved curricula in Spanish for subjects like language arts, social studies, and science, aligning with state and national standards. The planning process is ongoing, with significant efforts directed towards ensuring teachers receive the necessary support for effective curriculum implementation.

Further discussions explored the logistics of the program’s rollout, including the structure of a typical student day and the integration of students from different educational tracks. The board emphasized creating a cohesive school culture where all students feel included, regardless of their program participation. Attention was given to ensuring students in the dual immersion program participate in unified school events.