District recommends K–8 two‑way dual language program, co‑teaching model and phased rollout beginning 2026–27

District staff presented a comprehensive plan to expand multilingual programming in Community Consolidated School District 46 during the April 9 board meeting, proposing a two‑way dual language K–5 pathway, co‑taught supports for multilingual learners and a phased implementation beginning in the 2026–27 school year.

The proposal, developed by a planning and design team of teachers and administrators, recommends a 50/50 two‑teacher dual language model in which English and Spanish are used daily to promote bilingualism, biculturalism and biliteracy for native and non‑native Spanish speakers. Nydia Talanda, a bilingual kindergarten teacher at Avon, said the model would use a lottery for non‑native Spanish speakers; native Spanish speakers identified through district screening would be offered placement if they choose and meet linguistic criteria.

Jamie Parker, district TOSA, outlined the proposed rollup timeline: the two‑teacher kindergarten model would begin in 2026–27, first grade in 2027–28, and continue grade by grade with the goal of completing the elementary rollup through fifth grade. At middle school, the recommendation proposes a Spanish‑taught social studies course (a Spanish heritage course) in lieu of the English social studies course for students progressing through the dual program; further middle school decisions will be made as the program rolls up.

District staff described a differentiated co‑teaching model for multilingual learners who are not in the dual program: ML‑trained teachers would push into mainstream classrooms using co‑teaching strategies; newcomers would receive pull‑out supports for social and academic vocabulary; and WIN intervention time would be used for targeted language development. Amy Forrest, a seventh‑ and eighth‑grade math specialist, said the model would prioritize ELA and science for language supports while allowing for flexibility based on student need.

Staff also discussed operational considerations and next steps: professional development for teacher pairs and co‑planning time; a communication plan and family information nights; subcommittees to address PD, schedules, WIDA alignment, identification processes and outreach; and pilot options for the year before full implementation. One pilot option under consideration is to convert an existing kindergarten classroom from its current 90% Spanish/10% English one‑teacher model to a 50/50 single‑teacher day to test language distribution prior to launching a two‑teacher model. James Goschi, Frederick School principal, said districts must be prepared to justify levels of EL services and show that programs lead to positive academic outcomes.

Board members asked about evaluation metrics and connections to high‑school biliteracy pathways. Staff noted WIDA can provide descriptors and alignment to access testing but does not itself certify program effectiveness; the district will use access, MAP/NWEA and formative data plus teacher feedback to monitor outcomes. Staff reported the district currently has “a little over 700” multilingual students and that the district tracks about 60 languages across schools; Spanish is the focus of the dual language rollout because Spanish meets the threshold district staff cited for creating bilingual programming in a school.

Administrators emphasized that the plan is preliminary and that subcommittees will refine schedules, identification and staffing logistics; no board action to adopt the program was taken at the April 9 meeting.