District staff gave the Learning and Teaching Committee an update on K–5 multilingual implementation, summarizing training, instructional supports and early implementation plans at Transitional Bilingual Education (TBE) schools. Staff presented a set of implementation success criteria tied to first‑trimester goals and said they will return to the committee in November or December with progress data aligned to academic success measures.

Why it matters: the TBE rollout affects scheduling, staffing and classroom instruction across schools that serve multilingual learners. Staff said the work is intended to standardize supports so multilingual students receive consistent instructional scaffolds and so educators know where to get help in each building.

Staff described three SIOP (Sheltered Instruction Observation Protocol) components targeted this year — building background knowledge, enhancing student interactions and providing time for practice and application — and said elementary specialists received a full four‑day SIOP training last April. At opening‑of‑year meetings, instructional support coaches (ISCs) introduced SIOP components and unit‑level materials for ELA and math that embed multilingual supports and links to classroom resources. Staff said the district will provide supplemental unit resources for subsequent curriculum units.

Staff reported an August retreat for TBE staff from Anderson, Fox Ridge, Munhall and Richmond that focused on four outcomes: community building among multilingual staff, clarified roles for bilingual resource specialists (BRS) and EL specialists, scheduling and collaborative structures (for example, coordinating who has math or ELA at a given time to enable BRS support), and beginning‑of‑year operational tasks such as reviewing class lists. Staff said the retreat gave BRS and EL specialists a clearer idea of when to provide Spanish instruction and when to partner with classroom teachers.

On accountability for implementation, staff described an implementation team that meets regularly and includes L&T administrators, building principals and TBE staff. Staff named Dr. Tracy Taylor Moore and Amanda Wojciech as contributors to professional learning and said the district will collect educator feedback through collaborative structures already in place. Board members asked for authentic family feedback and cautioned against “showcase” presentations; staff said they will gather family input as the trimester progresses. No policy change or board vote occurred; staff said they will update the committee with data and lessons learned later in the fall.