Evanston schools outline K–12 dual language pathway and joint data sharing

Administrators from Evanston/Skokie District 65 and Evanston Township High School (ETHS) described a coordinated preK–12 dual language program and data‑sharing steps intended to smooth transitions for emergent multilingual students.

Lindsay Rose, director of multilingual services at ETHS, and Amy Correa, director of multilingual services at District 65, presented a shared vision that centers bilingualism and biliteracy, academic achievement, and social‑cultural competence. The districts said they now use a shared software platform for emergent multilingual data and parent notifications to aid student‑level transitions into ninth grade.

District 65 outlined program models: an 80% Spanish/20% English model in kindergarten and first grade that gradually moves to a 50/50 split by fourth grade, and a 50/50 instructional design for the new dual‑language middle‑school model. Rose said ETHS will launch Spanish language arts courses for incoming ninth‑grade dual‑language students this fall and will invite Spanish‑proficient heritage speakers and newcomers to participate.

The presenters cited research supporting the value of continuing dual language through high school. Rose said the districts intend to create pathways to dual credit and the seal of biliteracy and noted that continuing the program through high school increases long‑term academic gains for emergent multilingual students.

Administrators described a phased middle‑school rollout: one existing school will begin sixth‑grade programming, a second stand‑alone middle school will be phased in with parent and stakeholder input, and a third school will follow so that, if enrollment supports it, multiple feeder middle schools will host dual language tracks by 2029–2030.

Student representative Rachel, who was raised in the program, said the transition from elementary to middle school can be abrupt and supported the districts' emphasis on offering more content in Spanish across subjects to reduce the loss of language‑based continuity.

District leaders said continued coordination on assessments, shared student profiles and teacher support will be central to keeping students in the pathway and increasing participation in higher‑level language courses and advanced placements.