Community urges Shelton School District to protect and expand dual-language program
Loading...
Summary
Several parents and community members told the Shelton School District board they support the bilingual/dual-language program, urged retention of experienced dual-language teachers and asked the board to expand the program into more elementary schools and middle school amid concerns about possible budget cuts.
Members of the public asked the Shelton School District Board of Directors on Monday to preserve and expand the district’s dual-language (English–Spanish) programs and to hire leaders who will champion bilingual instruction.
The appeals came during the public comment period, when multiple speakers said the dual-language program has produced alumni who work across town in businesses and clinics and urged the board to protect experienced teachers. “We support dual language education in Shelton schools,” Erica Marbet told the board, identifying herself as a representative of Multilingual Shelton. “My son is an alumni of the program and he uses Spanish and English on the job in a welding shop.”
Why it matters: Speakers said the program is central to the district’s English-learner population and to workforce outcomes, and they warned that proposed budget cuts could undermine program continuity. Several commenters asked the board to hire district leaders—superintendents and principals—who embrace dual-language instruction and to restore the program’s previous structure across grade bands.
What people told the board: Community speakers requested three specific actions: keep long-serving dual-language teachers in place, extend dual-language instruction into middle school as it had been prior to 2020, and expand dual-language options to all elementary schools in the district when feasible. Anya Bridal Sarayati said: “Long experienced educators, like for example, Ms. Villalobos and Ms. Dawson, are ... essential to the dual language program.”
Multiple parents described personal benefits. Laura Ramirez and her third-grade daughter, Amila, spoke in Spanish and English about student experience: “I am happy to be in the bilingual program,” the child said. Esther Castro said the crowd in the meeting room demonstrated broad bilingual community support for keeping and expanding the program.
Board response and context: Board members did not take formal action during public comment. Superintendent Jesse (in his report earlier in the meeting) noted the district’s Shelton Promise partnership with Evergreen that lifts some college costs for local graduates; several public commenters tied early dual-language exposure to later success in career-technical programs such as interpretation.
Ending: Community advocates said they will continue outreach to the board and urged rapid decisions to avoid disruption if the district must make budget choices later in the year.
