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Othello School District staff detail K‑6 dual‑language program, instruction and assessment plan
Summary
District staff presented Lutacaga’s K‑6 dual‑language model to the board, describing a 50/50 English‑Spanish schedule, common instructional routines, a 20‑day writing cycle, three interim assessments per year and schoolwide interventions tied to exemplars and data meetings.
Othello School District staff told the board that Lutacaga, the district’s K‑6 dual‑language school, is using a coordinated instructional model that splits student learning time about 50% in English and 50% in Spanish and emphasizes bilingualism, high academic achievement and cross‑cultural competence.
The presentation, led by Assistant Principal Paul Auerzen and school leaders, described why the model matters for student outcomes: the school uses common lesson routines, shared graphic organizers and “teaching like a champion” techniques so instruction is aligned across grades and languages.
Auerzen said the school’s instructional core—teacher, student and content connected by purposeful tasks—drives classroom work. "You have to have a task that helps lead them towards that learning," he said, describing common “chants and gestures” and whole‑class engagement routines used from kindergarten through sixth grade. Marcy Gonzales, a sixth‑grade English teacher, described the program’s emphasis on alignment: "This year is what we are calling our second lap in the pool," she said, explaining that teacher teams now share daily planning time and consistent strategies so students experience coherent instruction as cohorts advance through grades.
Instructional coach Rosalba Salmeron summarized the district’s approach to writing: teachers used a summer training and an October literacy day to align rubrics and standards across K‑6. Salmeron said the school implemented a 20‑day writing cycle and common highlighting conventions—yellow for topic/main idea and orange for transitions—to build consistent writing instruction. She said the goal is “to develop a strong bilingual writer who can effectively express their ideas in both English and Spanish.”
Student leadership and classroom culture were also highlighted. The school operates a four‑house system beginning in kindergarten and regular recognition events such as pride pauses and assemblies. Sixth grader Kaylin Salazar, who spoke in a recorded clip shown to the board, said, "I really enjoy being on student council because I get to feel part of the school a little more than how I would just be a regular student."
On assessment and data use, presenters said Lutacaga gives interim assessments three times a year in language arts and math and follows immediate grade‑team data meetings to plan tiered supports. Teachers build exemplars—model student products—during planning so daily lessons and interventions align with targets; the school also reported using VEPs as a building‑wide math routine and beginning a visible‑learning book study to guide instructional choices.
Board members praised the site visit and the presentation. No formal board action was taken; the session was informational and concluded with a brief Q&A.
Ending: District staff said they will continue PLCs and writing PLCs through the remainder of the year to refine routines and supports for bilingual learners.
