Principal Rondell of Chenoweth Elementary outlined plans to expand the school’s two‑way dual language immersion program and described the program’s goals, current enrollment and a multi‑year timeline for expansion.

Rondell said the district’s program uses a two‑way model that mixes native Spanish and native English speakers and described the kindergarten model as 80% Spanish instruction and 20% English, shifting toward a 50/50 split by fifth grade. Rondell said the program includes grade‑level collaboration, and that curriculum adopted for math and science is available in both Spanish and English where possible.

Rondell reported current program metrics and family interest: the program has about 121 students; 88 families participated in a spring survey and roughly 40 families expressed interest in attending DLI at Chenoweth when the district opened an interest form. Survey results showed strong family willingness to keep students at Chenoweth through middle school, with about 89 percent of respondents indicating commitment to remain if a sixth‑grade option is provided.

On timeline, Rondell said the district plans to expand to two kindergarten DLI classes in the 2026 school year, to offer a K–5 DLI class in 2026–27, and to plan for a sixth‑grade DLI class thereafter with further study for seventh and eighth grades. The district team working on dual‑language expansion includes Chenoweth leadership, the district superintendent, and consultants from Oregon State University and the West Linn‑Wilsonville School District; past collaboration included Columbia Gorge ESD and an advisor identified as Jonathan Foss.

Rondell recommended continued family engagement and suggested that parents participate in site visits and planning so families can better understand middle‑school matriculation options and long‑term bilingual pathways.

Board members asked about retention and the “stickiness” of bilingualism if a program stops at certain grade levels; Rondell said research supports multi‑year participation and noted that roughly five to six years in a bilingual program is a recommended timeframe to develop bilingualism and biliteracy.

No formal action was taken; the presentation provided background and a planning timeline for board and community follow up.