Faribault school board schedules June 2 vote after heated discussion on Somali and Spanish language classes

The Faribault Public Schools School Board held a lengthy discussion May 19 on a proposal to add daily language-and-content blocks that would allow students to receive science, social studies and health instruction in English, Spanish or Somali and to offer an optional language component for grades 1–4.

Supporters—many of them parents—urged the board to approve the Spanish and Somali language-and-culture classes to preserve home languages and boost family communication. Parent Yousuf Ali told the board: “I am asking the school board to support the creation of our Somali language and culture class.” Another parent, Sadia Ahmed, said: “Please vote for us. Our language is distinguishing. It's disappearing as we speak, and our children do not speak. They don't understand.” Alejandra Juarez, speaking in Spanish through translation, said: “If you speak to someone in a language they understand, the words will go to their head. If you speak to them in their own language, the words will go to their heart.”

Administrators described the proposed model as a 30‑minute content block built into the elementary day for grades 1–5 that will cover Minnesota State Standards in science, social studies and health. Under the proposal, Spanish and Somali teachers would “pull a cohort of students” during that block and teach the content in the target language while also delivering basic language instruction; the district would cap cohorts at roughly 24–28 students so regular classroom class sizes would be smaller during that block. The district said the language pullouts would run for grades 1–4 because of travel and scheduling constraints for the current year.

District staff described operational details: opt‑in permission slips would be offered at the start of the year, the language teacher would teach one grade at a time (for example, first grade 8:30–9:00, second grade 9:00–9:30, etc.), and teachers would rotate through content on a cycle so every student receives the same state standards instruction whether in English, Spanish or Somali.

Board members and staff acknowledged several unresolved issues. Directors asked for curriculum materials, assessment plans and more detail on transition logistics and teacher workload. Director Cassie Steeves and others said they want clear plans for how the district will measure whether students are learning the content and any new language skills. Director Linda Moore said she had asked specifically to see the curriculum; administrators replied that the board received sample materials and that the district would try to provide fuller curriculum documents ahead of the special meeting.

Several board members expressed concern about classroom sizes and the timing of the proposal. The district said enrollment shifts (including students joining the district after the recent closure of another local STEM school) have increased class sizes at some elementaries—Lincoln Elementary was cited as a building with fourth‑ and fifth‑grade averages approaching the district’s thresholds—and the district said it is already evaluating adding sections where enrollment warrants. Director Moore and others urged caution about launching a new program while the district is still implementing a larger reorganization and adjusting staffing.

Administrators stressed that the proposed language/content block is intended to be additive: the district would hire new language teachers rather than replace classroom teachers, and students who do not opt in would still receive the state‑standard content block in English. Superintendent Bente told the board the immersion program already draws some families to the district and said expanded language options could be similarly attractive.

The board did not vote on the program May 19. Instead, after extended public comment and board discussion, the board set a special meeting for Monday, June 2 at 4:30 p.m. to act on the language-and-culture classes. Administrators said they will attempt to provide fuller curriculum documents and evaluation plans before that meeting.

Why it matters: the change would move regular state-standard content into an explicit daily block and create optional language instruction in Spanish and Somali for many elementary students. Proponents say that expands cultural and linguistic equity and preserves family languages; critics worry about timing, teacher workload, class size impacts and whether the district has enough detail on curriculum and assessment to implement the change successfully.

Looking ahead: the board will consider the item June 2; no public comment period will be available at that special meeting, the board announced.