Palm Springs Unified outlines growth, curriculum and assessment plan for Spanish dual immersion program

Palm Springs Unified School District officials on Sept. 23 presented an overview of the district’s Spanish dual immersion program, describing how the program has expanded from Vista Del Monte Elementary into middle and high school grades and into Desert Hot Springs, and explaining curriculum, assessments and pathways to the Seal of Biliteracy.

The presentation, led by Mark Arnold, executive director of student learning, and Jairo Armenta, dual immersion teacher on special assignment, said the immersion program’s mission is to prepare transitional kindergarten through 12th‑grade students to be bilingual, biliterate and multicultural leaders. Arnold and Armenta outlined a 90/10 model in early grades that phases to a 50/50 Spanish–English balance by fifth grade and then two secondary pathways: Spanish language literacy (a foreign-language sequence) and content classes taught in Spanish (for example, science or social studies in Spanish).

The district reported a multi‑year rollout: the program began at Vista Del Monte Elementary in 2015 as a kindergarten cohort that added a grade each year, moved into Raymond Creek (middle school) in 2021–22, and into Palm Springs High School for the 2024–25 year. In 2024–25 the program was also added at 2 Bunch Palms Elementary in Desert Hot Springs after the district surveyed local families; staff said about 80 interest responses showed strong local demand.

Why it matters: district leaders said dual immersion students generally outperform monolingual peers on state tests and gain academic, cognitive and career advantages from bilingualism. The board heard details on assessment, curriculum and pathways so members can evaluate future program expansion and staffing needs.

District staff described the program’s core elements: bilingualism and biliteracy, grade‑level academic achievement in both languages, and sociocultural competence. Instructional materials named during the presentation include Maravillas (Spanish ELA), Wonders (English ELA), Amplify Science, Reveal (math), En Español, Impacto (secondary social studies in Spanish), and supplemental Spanish materials for phonics and early literacy. Staff also described a layered approach to interventions (Spanish and English) and the use of formative screening tied to reading instruction.

On assessment and credentialing, Armenta summarized the use of the ACTFL (American Council on the Teaching of Foreign Languages) performance assessment in eighth grade to measure bilingual proficiency and to help place students in high‑school Spanish sequences (Spanish 1–AP Spanish). He said many students reach proficiency benchmarks that set them on a path toward receiving the Seal of Biliteracy by 12th grade.

Armenta explained the district’s late‑entry and transfer process: families interested in joining the program from other districts or as newcomers meet with staff for an interview and language assessments in Spanish and English; the district’s team then reviews results and determines whether the program is a good fit. He said the assessment and placement process typically takes one to two weeks.

Board members asked about retention across grade levels and hiring. Arnold said relatively few students leave the program as it grows, though a small number of parents have stepped their children out over academic concerns in intermediate grades; he said data show the dual immersion students perform well academically. On staffing, presenters acknowledged bilingual content teachers—especially in some science positions—are harder to recruit. The presenters noted a district partnership with Adler University (named in the presentation) that has supported bilingual teacher residency placements.

Seventh‑grade student Nathan Johnson spoke to the board about his experience: he told the board that being bilingual helps him translate terms in class, communicate with more people in public, and that he expects bilingualism to improve his job prospects.

Board members and the superintendent praised the presentation and asked staff to return with more operational detail as expansion is considered.

Ending: The board did not take action on the program at this meeting; staff said they would return with additional information, including details on staffing and how many students have already attained Seal of Biliteracy recognition at the high‑school level.