Tigard‑Tualatin highlights expansion of district early‑learning programs, including bilingual classrooms and transportation supports

Tigard‑Tualatin School District 23J staff on Monday outlined an expanded early‑learning program that combines three program models, new coordinated enrollment and partnerships with county and community providers to increase access for 3‑ and 4‑year‑olds.

The presentation centered on the Kalapuya Early Learning Team, which district staff said serves 171 children this year and uses a mix of district general funds and Oregon Department of Early Learning and Care Preschool Promise money to operate full‑day preschool in some sites and part‑day “lab” classrooms at high schools and elementary schools.

Why it matters: Board members said expanding high‑quality, inclusive preschool can reduce barriers that later affect elementary outcomes and noted the district’s effort to remove transportation and administrative hurdles that previously kept families from enrolling.

District staff described three program models: full‑day Preschool Promise classrooms at Kalapuya for income‑eligible 3‑ and 4‑year‑olds (eligibility processed through Washington County); part‑day lab classrooms at Tigard and Tualatin high schools that pair preschoolers with high‑school child‑development students; and two part‑day elementary‑based classrooms (one at Metzger, one at Tualatin Elementary) that keep preschool inside elementary buildings.

“School needs to be ready for everyone,” Daniel Seward, Pre‑K instructional coach and Pre‑K–3 literacy TOSA, said in the presentation. Seward described the district’s use of the pyramid model — a nationally recognized early‑childhood framework — to guide inclusive instruction, environments and social‑emotional learning.

District staff said 47% of enrolled families use district transportation to reach preschool sites, and just under 30% of preschool students receive early‑childhood special‑education services through a partnership with Northwest Regional ESD. Staff also listed the elementary feeder schools used to redraw catchments for the lab and elementary classroom placements: Byram (Byrum), Deer Creek, Templeton, Bridgeport, Durham, Metzger, Alberta, Ryder, Tualatin and Woodward.

Two Kalapuya classrooms are bilingual, staff said; literacy instruction in those rooms primarily uses the Estrellita curriculum and teachers switch between Spanish and English to meet students’ needs. Staff said professional development emphasizes the pyramid model and coordination with kindergarten literacy specialists so students experience consistent routines and instructional language when they transition to kindergarten.

Parents and local specialists told the board the program is producing visible benefits. Michael (Ezra’s father) said his son arrives home practicing letters, songs and talking about friends. “I’ve never seen a kid as excited to wake up and go to pre‑K as Ezra,” he said. Erin Dupuy, an occupational therapist with Northwest Regional ESD who also spoke as a parent, called the districts’ classrooms “a really great example of high‑quality inclusion,” praising teachers’ ability to adapt curriculum and provide behavior supports.

Board members praised the no‑wrong‑door coordinated enrollment form that collects family income, child age and barriers and is available in multiple languages, and they encouraged continued investment in transportation and facilities. Several directors said they want to expand the program so “every kid who’s of preschool age in the district should be going to preschool at our schools.”

Next steps and limits: Staff said families for Preschool Promise are enrolled through Washington County eligibility processes and that the district serves the whole district when considering families for Preschool Promise spots. The presentation did not include a proposed budget change or new staffing request during the meeting; funding sources cited were district general funds and the state Preschool Promise program. Board members asked follow‑up questions about professional development and how play is integrated with evidence‑based instruction; staff replied that play is an intentional, research‑supported vehicle for learning embedded across the day.

Board Chair Irvin and other directors invited staff and families to return with follow‑up updates and thanked the Kalapuya team and parents for the presentation.

Ending: District staff urged families to use the coordinated interest form and said they will continue to work with Washington County and community partners (Latino Network, Comunidad Action Head Start and others) to expand access.