Yakima educators urge sustained bilingual coaching as district expands dual-language program

Erica Rodriguez, a K-5 ELD teacher at Martin Luther King Elementary, and two former district TOSAs (teachers on special assignment) told the Yakima School District Board on Jan. 6 that sustained bilingual coaching and curriculum-aligned professional development are essential to make the district's dual-language program work as it expands.

The presenters said the program produced measurable instructional practices but that staffing shifts left fewer bilingual specialists available this year. "One of the important parts... is that follow through with our teachers," Rodriguez said, describing coaching cycles, classroom observations and follow-up that she said were part of earlier implementation work.

Why it matters: District presenters and McClure Elementary staff said students' early years instruction and teacher support drive long-term outcomes for multilingual learners. Board members heard that without dedicated, bilingual instructional leadership the district risks weakening the program as it adds grade levels and schools.

Rodriguez described technical supports she delivered while serving as a Spanish language arts specialist: pedagogical training about how Spanish literacy differs from English, planning for the district's Spanish reading curriculum (Amplify Caminos), data-analysis coaching with grade-level teams, and modeling lessons and co-teaching in classrooms. She said the bilingual capacity in buildings is limited: "Currently, we have 1 instructional facilitator that is bilingual and 2 reading interventionists that are bilingual in our 9 schools," Rodriguez said.

Aida Kaltenko, a second-grade dual-language teacher who worked previously as an instructional specialist, told the board many of the program's teachers are new to the profession and need structured support early in their careers. "I advocate for this program... to be sustained in structure in a way that teachers new teachers are supported at least for the first 3 years in the program," she said, describing ongoing phone and email requests from teachers seeking content and curricular guidance.

Blanca Manrique Bivanco, an ELD teacher and former lead facilitator, outlined the district's professional development cycle for dual-language staff: learning walks to identify needs, a yearly calendar of visits across nine schools, PD delivered in the language teachers will use in class, teacher and student evaluations, and a multi-day training event called La Academia. She said OSPI representatives visited La Academia and expressed interest in using the model statewide.

Board members asked how the district will replace the specialist-level support that helped launch the program. Director Rice thanked the presenters for their work and asked who currently provides day-to-day curriculum support. Superintendent Dr. Green responded that the district still retains some instructional facilitators and reading interventionists and that the administration is "not giving up" on the strategic plan, but that the team must rebuild capacity over time.

Principal Stephanie Casillas led the board on a classroom visit to McClure Elementary that the session used to illustrate the district's early-grade practices tied to dual language instruction. Casillas explained assessment tools used to guide instruction including WA Kids for kindergarten readiness and DIBELS for K-5 reading progress monitoring. She described the school's PLC schedule, intervention structures, and inclusion practices for students with disabilities.

Casillas said kindergarten screening and early interventions shape later outcomes: "One of the biggest things for McClure... is making sure that we have a high level of instruction for all students and really looking at what that means," she said, and she showed classroom practices such as number bonds and total physical response strategies used in bilingual rooms.

What remains unresolved: Presenters and board members noted that specialist staffing in recent years has declined from multiple TOSA positions to a single specialist role this school year; presenters said that change contributed to teachers seeking ad hoc support from former specialists who returned to classrooms. The group discussed recruitment of bilingual, biliterate teachers and the importance of delivering PD in Spanish when teachers must teach in Spanish.

Ending: The board did not take formal action on staffing during the meeting. Directors thanked the presenters and noted the topic will be part of continuing board discussion and planning tied to the district's strategic priorities.