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District seeks Bilingual Multicultural Education Program grant; presents program components and student counts
Summary
The district's bilingual coordinator presented the annual Bilingual Multicultural Education Program (BMEP) grant application and described program models, credential requirements and student participation counts; she said applications are due early April and require board assurances.
The district’s bilingual/multicultural education coordinator presented the Bilingual Multicultural Education Program (BMEP) grant application the district plans to submit for school year 2024–25 (application process described for the coming cycle).
Cheryl Benally described the BMEP as the district’s umbrella for heritage and dual language models and for English Language Development (ELD) components. She said the program supports heritage Navajo and Spanish models (one hour daily K–12), a Navajo dual‑language 50/50 model (three hours in English, three hours in Navajo per day at participating schools) and ELD supports embedded in English Language Arts.
Benally provided participation counts she said come from the district’s 120‑day count: 108 students in Spanish heritage programs, 1,412 students in the heritage dual language program and 1,491 identified English learners. She explained teacher credential expectations (520 licensure for Native language teachers and TESOL endorsements where applicable) and noted professional development and travel expenses for heritage teachers and IEC members are commonly budgeted in the grant.
She told the board the BMEP application requires district assurances signed by the board president and superintendent; she said the application typically opens in early February with a turnaround window and that the application deadline for the grant cycle was April 2. Board members asked how the dual language scheduling works and whether teachers collaborate with general education staff; Benally described team teaching, PLC collaboration and scheduling challenges linked to switching from a 90/10 model back to a 50/50 model.
Board members also asked about family engagement, the district’s outreach to Spanish‑heritage families and whether the district had investigated a heritage Filipino program; Benally said outreach occurs through robocalls, the JOM website and community events and that a Filipino heritage program would depend on qualifying student numbers and available staff.
