Multilingual enrollment reaches nearly 2,000; district warns staffing, space and interpretation capacity strained

Liza McMorris, director of the district’s Multilingual Center, told the Lewiston Public Schools committee that multilingual student enrollment has increased markedly and that staffing and space are under pressure.

McMorris said the district has screened more than 335 potential multilingual students since September and has enrolled over 500 students since July. "We are now up to, and this number has changed since I put it on there, 1,964 multilingual learners district wide," she said, adding that the students represent more than 42 languages other than English.

Why it matters: The district is legally required to provide language access and services to multilingual learners. McMorris said translations and interpretation work has also grown; since July the Multilingual Center has processed more than 275 translated documents and fulfilled over 300 interpreter requests for family meetings and school communications.

Staffing and space pressures: McMorris told the committee that, if enrollment continues, the district will not meet recommended ratios for multilingual instruction at many schools. She said group sizes that start the year at five or six students often grow to 10–13, which diminishes the effectiveness of language acquisition instruction. Transiency — families frequently moving within or out of the district — complicates staffing stability and classroom assignments.

Program outcomes: McMorris noted positive exits from the program: 106 multilingual learners exited the program last year (about 7% of the multilingual caseload), and the district’s exit rate is just under the state average. She also said bilingual students continue to earn credentials: last year 22 students received the Maine Seal of Biliteracy, and the district tested more than 50 students for the credential this year.

What district is doing: McMorris said the Multilingual Center offers family orientation sessions, language‑access support and outreach funded in part by grants such as the Refugee School Impact Grant. The center coordinates multilingual staffing and provides tours and enrollment orientation for newcomers.

Committee follow‑up: Committee members asked for ongoing updates on staffing needs, classroom space and how the district will balance interpretation obligations with in‑class instruction. Administrators said they will present staffing reconciliations and continue to use grants and LCIP funds where appropriate.