Syosset highlights robust K–12 world language program; district cites Seal of Biliteracy gains

District leaders presented an overview of Syosset’s K–12 world language program, describing curriculum revisions at the elementary level and a proficiency-focused approach at the secondary level aimed at producing culturally competent, globally minded graduates.

Superintendent Dr. Rogers framed the presentation by saying the board previously vetted program changes and the district intended to build on existing strengths. Mr. Steinberg told the board the program aligns to board goals in cultural competency, critical thinking and communication and uses data to guide course offerings.

At the elementary level, Dr. Jeanette Wojcik described a revised "flex" program: American Sign Language combined with early literacy in kindergarten and first grade; Asian language and culture topics in grades two and three; and European language and culture topics in grades four and five. She said curriculum-writing over two summers produced sample units such as "Foods Around the World," organized around essential inquiry questions and cross-curricular links to social studies, science and economics.

Dr. David Balsamo presented the secondary approach focused on language proficiency. He said the district added Korean as a grade 6–12 option in 2022, discontinued some low-enrollment level‑1 offerings in 2024 while allowing affected learners to complete sequences, and added honors options for advanced Korean students at the high school. He reported roughly 75 percent of 11th–12th graders reach Checkpoint C proficiency and that 116 seniors earned the New York State Seal of Biliteracy last year.

Board members asked about opportunities to earn literature or English credits through language coursework, how state changes to graduation-credit definitions might affect course crediting, and how the district differentiates instruction for heritage-language learners. Presenters described independent-study AP options for advanced students, formal mechanisms for students to request new offerings (culture clubs, student cabinets and proposed student curriculum committees) and parent surveys run when new languages are added. Mr. Steinberg said the district monitors enrollment thresholds and uses parent surveys to confirm sustainable interest before adding long-term courses.

Board members did not take formal action on program changes at this meeting; presenters said they are monitoring trends and will propose programmatic changes only after review of enrollment and state guidance on graduation credits.