Richland School District discusses Tapteal dual-language expansion and creation of community task force

Dr. Jones, a district administrator, presented an update on the district’s Tapteal two‑way dual‑language program and said the immediate focus is finishing a K–5 pathway at Tapteal before considering expansion to other schools.

The district’s memo and Dr. Jones’s remarks traced recent work at Tapteal, noted support from staff including Enid Flynn, and described next steps: convening a committee to clarify capacity, staffing needs and community interest prior to any expansion. "Once we get that committee together, we can start discussing that," Dr. Jones said, describing the committee’s role in deciding whether expansion is done via neighborhood sites or a magnet model that could draw students across boundaries.

The district staff member Enid Flynn said kindergarten and second grade at Tapteal are "just about at 50/50" for multilingual learners and native English speakers; first grade had fewer multilingual learners than the 50/50 target. Flynn confirmed the program’s stated goal is a 50/50 representation in immersion classrooms but that meeting that goal varies by grade and site.

Board members and student representatives pressed staff on outreach and timeline. Board member Rick asked whether the district had surveyed parents about interest in immersion at other schools; Dr. Jones and Flynn said no districtwide interest survey had been done yet but committee work would include community input. Board member Chelsea and others urged the committee to consider magnet enrollment, transportation implications and whether participation could be opened to students outside Tapteal’s boundary to achieve the 50/50 balance.

Staff said other options — such as after‑school Spanish clubs or targeted enrichment — could supplement immersion if a 50/50 classroom is not feasible at some sites. Dr. Jones and Flynn also noted staffing capacity would be a deciding factor.

Board members suggested inviting representatives from neighboring districts (Kennewick and Pasco were mentioned) that run successful dual‑language programs to advise the committee. Students asked how sections are organized; Flynn explained that, where Tapteal has multiple kindergarten sections, typically one section is the 50/50 dual‑language class and the others are English‑only, and families must opt in to the immersion section.

The board discussed next steps: broaden the current Tapteal working group to include representatives from other elementary schools, complete a parent/community survey that asks about interest (including interest in languages beyond Spanish), and return with a timeline and recommendations.

The district did not set a binding timeline for expansion beyond Tapteal; staff said grade‑by‑grade growth at Tapteal and later decisions about middle and high school pathways will determine future plans.