Board hears expansion plan for bilingual programs; Doty set to pilot dual‑language incubator

Green Bay Board of Education members heard a multi‑part update on the district’s bilingual programming July 14 and were presented a proposal to expand Doty Elementary into a district “incubator” for two‑way dual language immersion that would add bilingual specials and deepen community partnerships.

The presentation, led by David Johns, associate superintendent for education services, laid out research on bilingualism, the district’s 50/50 language allocation model, and program options including one‑way and two‑way dual language immersion (DLI). Julie Seefeldt and Jennifer Tremblay summarized enrollment and placement outcomes; district staff said students who complete the program often place into higher‑level high‑school Spanish courses and, in some cases, earn advanced placement or early college credit.

Johns told the board bilingualism improves “divergent thinking, pattern recognition, problem solving, and creative thinking,” and that the district aims for “at least 12 percent of our students [to] graduate with proficiency in multiple languages.” The presentation also noted the Wisconsin Seal of Biliteracy as a credential for district graduates from DPI‑approved programs.

Doty Elementary was described as the primary site for a pilot expansion: staff proposed extending the dual‑language day so specials courses (art, music, physical education) are taught bilingually, adding family engagement pathways, and using the site to recruit and develop bilingual teachers. Natalie Neehuis, Doty principal, said the plan would phase in by adding one kindergarten cohort that grows year‑by‑year. Johns and Julie Seefeldt told the board the research indicates a well‑implemented DLI program typically takes about six years to develop native‑like proficiency and grade‑level achievement.

The board asked about demand and capacity. Director Tremblay said many Latino‑heritage families want bilingual placements but the district “doesn’t have the space for them” now; she reported some drop‑off of English‑speaking students as cohorts advance and said community engagement will be important to retain those families. The district reported 392 students currently enrolled in middle‑school Spanish 1 and said some students place into Spanish 3, Spanish 4 or AP Spanish by high school based on district assessments.

Community partners introduced at the meeting — Dr. Gracia Villarreal and Amanda Garcia of Casa Alba Melanie — said they will help with family engagement, strategic foresight, and teacher recruitment. Garcia described her own childhood experience as an only‑Spanish speaker in elementary school and said that bilingual programs can attract families to enroll in district schools.

Board members pressed on implementation details. Questions included how Doty staff are preparing for consolidation and construction, how kindergarten‑entry timing would work, and how to ensure related arts teachers are bilingual or the district can recruit them. Staff said Doty and the other affected schools will phase the program and align coaching and intervention supports; the Doty expansion would begin with a single kindergarten cohort and expand annually. The district said some bilingual related‑arts staff already exist and HR will work with community partners to recruit more.

No vote was held; staff asked the board for feedback and said they will return with updates as the pilot unfolds and as construction and consolidation timelines allow.

The board thanked staff and invited continued reports as Doty’s program develops and community partnerships deepen.