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District recommends keeping Lincoln Elementary dual-language program, shifts to targeted support
Summary
After a study of Lincoln Elementary’s Spanish dual-language immersion program, district staff recommended retaining the program and instead deploying additional literacy coaching, PBIS supports and targeted professional development to strengthen outcomes rather than close the program.
Davis School District staff recommended Oct. 1 that the board end the Lincoln Elementary dual-language-immersion (DLI) study with no program changes and instead invest in targeted academic and behavior supports for the school. Elementary director Doug Forsgren said the study examined enrollment, attrition, achievement and community feedback and concluded that while Lincoln’s DLI cohort has relatively high attrition compared with other DLI programs the achievement data show a modest positive correlation for DLI students. "There is some positive influence of correlational influence between the DLI program, and the achievement on on those assessments," Forsgren said.
Nut graf: Rather than closing Lincoln’s program — which had raised community concern — staff proposed strengthening district support for Lincoln students (both DLI and traditional) through literacy coaching, a deeper rollout of Positive Behavioral Interventions and Supports (PBIS) at all tiers, and professional development tailored to Lincoln’s student needs. Forsgren said the district already provided a literacy consultant and planned additional coaching and PBIS resources.
Forsgren presented attrition and achievement figures: Lincoln’s DLI attrition is below other district DLI programs and district staff noted none of the programs reached the six-year exposure period often cited in research as strongest for measurable outcomes. On student achievement benchmarks (RIT/Achieve/Acadience or equivalent assessments), DLI students at Lincoln performed slightly better than non-DLI peers in the district’s cited metrics on math and English-language-arts measures and showed comparable growth. The district received 40 digital public comments and also met with staff; comments emphasized cultural and community benefits of Lincoln’s program and urged continued support.
Ending: Staff recommended the board conclude the study at the Oct. 7 business meeting with no change to the Lincoln DLI program and to invest in literacy-coaching, schoolwide PBIS implementation and targeted teacher professional development. If the board accepts that recommendation, the district said it will cancel subsequent public hearings tied to a program-closure study and proceed with the proposed supports.
