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Windsor Unified details multilingual learner and migrant student supports, plans expanded summer programs
Summary
District coordinator presented data showing the district is roughly 56% Hispanic/Latino and outlined multilingual learner programming, newcomer services and a returning migrant Ed STEAM summer school.
Robin (coordinator for multilingual learner services, migrant education and newcomer services) told the school board on April 17 that Windsor Unified is running a broad set of supports for Latinx and multilingual students and families, and that the district will expand summer programming for migrant students.
“District wide, we’re at 56%, which is the same amount as the California statistics,” Robin said while reviewing the share of students who reported Hispanic or Latino ethnicity in district data. She identified Cali (Cali Calmeca) as having particularly high Latino/Hispanic enrollment and described bilingual liaisons and parent-engagement structures such as ELAC and DELAC.
Robin outlined a set of district services: a multilingual learner department that protects core instruction time for multilingual learners, an adopted K–12 ELD curriculum (VISTA Higher Learning), newcomer student services with a RISE core model at the high school and middle school, and a migrant education program counselor who connects families to community resources and college and scholarship opportunities.
She also said the district will run a STEAM migrant education summer program in partnership with the Well program at Maddie Washburn, targeting TK–fifth grade. “We are going to run a STEAM summer school program in conjunction working with the Well program and Jessica, at Maddie Washburn,” Robin said. She described a districtwide reclassification celebration for students who pass the ELPAC and move to reclassified fluent English proficient status, calling it “the first of many.”
Board members asked whether newcomer students receive supports at every grade level. Robin said intensive language supports are in place through kindergarten and that preschool and TK “could use more support,” and described plans to address those needs through teacher training and inclusive classroom strategies rather than relying solely on new positions.
The presentation included staffing and program details: bilingual community liaisons in front offices at each school (named in the presentation), a robust parent advisory committee averaging roughly 30 participants on Zoom, and nearly 300 migrant education–eligible students districtwide. Robin asked the board to make multilingual learner programming a recurring agenda item and said the district will return with more student work and reports.
