District presents feasibility report for Spanish‑English dual‑language program at Haycox; parents and teachers press board for data and timeline

The Hueneme Elementary School District governing board on Monday received a feasibility report recommending a Spanish‑English dual‑language immersion (DLI) strand at Haycox Elementary School, prompting hours of public comment from parents, current and former teachers and district staff and no formal action at the meeting.

Senior Director of Multilingual Education and Family Engagement Marisol Guillen summarized the report and the district’s recommendation to begin a one‑way (heritage) 50/50 DLI strand starting with transitional kindergarten and kindergarten in the 2026–27 school year. "Given the student demographics and academic outcomes, a dual language immersion program is not only an educational opportunity, but a necessary one," Guillen said, noting the district data presented in the report that showed a high percentage of English learners and Spanish speakers at Haycox.

The report and presentation emphasized research‑based benefits cited in the district analysis — bilingualism, biliteracy, and cognitive advantages — and listed startup costs the district estimated in the presentation: about $55,000 for curriculum and professional development, $30,000 for a Spanish bilingual library and classroom books, and ongoing professional development costs estimated at $25,000 a year. The report also identified likely funding sources, including Local Control Funding Formula (LCFF) allocations and Title I, II and III funds, and recommended annual program evaluation.

Why it matters: the Haycox campus serves a large share of the district’s emergent bilingual students, and parents and community members who spoke at the meeting said the program would preserve students’ home language, support family connections and expand college and career opportunities. Dozens of speakers — parents, teachers and alumni — filled the board chamber and gave testimony both in support of and urging caution about a rapid rollout.

Parents and bilingual advocates urged the board to act quickly. Joseva Besseman, an MLST at Sanchez Elementary reading a translated letter from a Haycox parent, said: "I want my son to grow up speaking Spanish, English, and mixteco. I want him to preserve our languages, our culture, and the ability to talk to his grandparents." Another parent, Charice Gara, said her child will graduate with a Seal of Biliteracy because of district bilingual pathways and urged wider access.

Teachers and school staff pressed the district for a slower, more data‑driven approach. Sue Smith, a Haycox teacher, told the board that Haycox staff had collected questions about DLI in prior staff meetings and that those concerns were not answered before the feasibility report was finalized: "The feasibility report has begun without teacher input," she said, adding that teachers had expected a fuller process of evaluation and planning.

Several teachers and staff raised specific concerns documented in the feasibility presentation and in public comment: whether Haycox’s current language proportions meet typical DLI recommendations (the district presentation cited roughly 70% English learners and 84.37% Spanish speakers), whether the school has adequate numbers of credentialed bilingual teachers, and the difficulty of staffing long‑term bilingual substitutes. Teachers also questioned whether past local programs had been evaluated and whether previously collected outcome data were available for review.

Board members asked procedural questions about the timeline. A district staff member reminded the board that state rules require the district to prepare and publish a feasibility response within 60 days of receiving a parent request and to include in that response whether the program is feasible and a proposed timeline. Board members and staff discussed whether to return the item as an action item at the March meeting or defer it to April to allow more time for staff engagement; no final board vote was taken. A district staff member said the report presented a recommended implementation start for fall 2026 (school year 2026–27) but that details and stakeholder engagement would continue.

What was decided: no formal action was taken on the feasibility report at the meeting. Board President Costanza confirmed there would be no vote that night; the item will return to the board agenda for future consideration. Several board members said they wanted more time for teachers and parents to be engaged before a final decision.

What to watch next: the board will schedule the matter for a future meeting (staff indicated March or April); the district must document the feasibility response to parents within the 60‑day requirement and publish a timeline and plan for staffing, professional development and evaluation. The district’s recommendations call for annual program evaluation with both quantitative assessments (AIMSweb data, state/summative assessments, reclassification and other indicators) and qualitative measures.

Speakers who appear in this account include Marisol Guillen, Senior Director of Multilingual Education and Family Engagement; Monica Ramirez, MLST at Haycox Elementary; Joseva Besseman, MLST reading a parent letter; Sue Smith, Haycox teacher; Charice Gara, parent; Link Neumarita Ramos, parent and alumna; Yolanda Hernandez, former Haycox teacher; Board President Costanza; and Superintendent Dr. Walker.