Bellevue highlights multilingual expansion, SLIFE supports and approves TBIP/Title III funding application

The Bellevue School District Board of Directors heard a progress report on Jan. 9 about the district’s “Multilingualism for All” initiative, expansion of language programs and support services for students with limited or interrupted formal education (SLIFE). After presentations by district leaders, the board voted to approve continuation of the district’s Transitional Bilingual Instructional Program (TBIP) and Title III Native American literacy services.

Dr. Melissa Macias, executive director of Teaching and Learning, framed multilingual programming as both an equity and academic initiative and described a five-year vision in which “every student in every grade … has an opportunity to learn another language” and the district “fosters an inclusive environment that celebrates and integrates multilingualism.” Emma Shirk, director of language and literacy, said the district tracks the work through three areas: flexible pathways, high-quality student experiences and sustainable program development.

Program growth and offerings

Presenters said nearly half of district students participate in language programs: the district reported that 49.8 percent of students are served in at least one language program or pathway. Offerings include dual language immersion and world language courses in Arabic, French, Hindi, Japanese (announced for launch next year at Bennett Elementary), Korean, Mandarin, and Spanish. The district also described bilingual programs in Arabic, Korean and Hindi and said all Spanish dual language immersion programs recently qualified for ISA recognition allowing students to pursue an ISA diploma.

Partnerships and grants

District staff described external funding and partnerships that support expansion: a grant from the Albertine Foundation for secondary language work, a grant and partnership with the Seattle Korean Consulate and the Korean Ministry of Education to help launch the Korean program (including teacher and student exchange opportunities), and support from OSPI and other community partners. Paris Granville, world language curriculum developer, said the Albertine Foundation grant funds competency-based secondary classes and unit redesign tied to the UN Sustainable Development Goals.

SLIFE, newcomer supports and LTELs

Presenters outlined targeted services for students who arrive with interrupted schooling and long-term English learners (LTELs). Mario Palacios, the district’s newcomer navigator, described outreach and early intervention to help recent arrivals stay enrolled. Maria Frievos, director of Student Services, said district supports focus on educational programming, intake/welcome processes, basic needs and mental health.

Kerence Bowen, director of counseling, described a district strategy that designates school counselors as points of contact for SLIFE and unaccompanied youth and uses five school social workers across the schools with the highest SLIFE counts to provide case management. The district reported staff regularly working at Mary’s Place family shelter to bridge school–family engagement.

Eric Shelton, assistant director of language and literacy, said the district has identified 616 long-term English learners — students eligible for English-language services for six years or more — and that reading is the area of greatest need for that group. Shelton noted dual language immersion cohorts are exiting English-language supports at a faster rate than non-dual cohorts and recommended advisory and focus groups to develop targeted interventions for LTELs and to design professional development around literacy.

TBIP and Title III approval

The board moved and seconded a motion to approve continuation of the district’s TBIP and Title III American Indian/Alaska Native literacy services, as described in the board report. Board members voted “Aye” and the motion passed without recorded opposition. The TBIP/Title III approval allows the district to continue seeking TBIP and Title III grant funds to support supplemental English-language development services and monitoring for recently exited multilingual students.

Next steps

District staff said they will continue to implement competency-based secondary language pathways, expand newcomer services, and convene focus groups to address the needs of LTELs. Staff also plan to refine MTSS/IEP processes for dually eligible students and track progress using assessment data such as WIDA.

Ending

Board members praised the expansion of language offerings, noted the district’s high enrollment in multilingual programs and urged continued attention to reading and MTSS systems for students who have been in English-language services for multiple years.