The subcommittee on Teaching, Learning and Student Success on Nov. 17 reviewed Worcester Public Schools’ proposed dual‑language program design and asked the administration to return with a timeline and concrete next steps at the committee’s January meeting.

Deputy superintendent Jess Mendez presented the plan, which outlines recommended language allocation by grade, options to strengthen bilingual course offerings at the secondary level and community internships or apprenticeships to give students target‑language experience. “At minimum, this is what dual language is in Worcester Public Schools,” Mendez said as she described a research‑based, intentionally school‑agnostic design.

The discussion focused on two implementation issues the administration and members flagged: securing teachers with dual certification and aligning funding with budget timelines. “The challenge has always been getting dual‑certified teachers,” Member Veneta said, urging robust professional development. Several members said the January timing is important to allow the committee to consider the plan ahead of budget deliberations.

Member Mailman moved that the committee receive a report back on a timeline and next steps at the January meeting; the motion carried on roll call. The committee’s request includes staffing strategies and an item to examine budget implications before the next budget cycle.

The administration said the plan was designed to be adaptable across languages and schools and highlighted research showing dual‑language programs can boost family engagement and bilingual proficiency. Public commenters also urged expansion: Nina Teske, a Worcester parent, said the program fostered volunteerism and stronger school‑family ties and called dual language “essential for many reasons.”

The subcommittee did not adopt a final implementation plan on Nov. 17; it asked staff to return in January with a timeline, staffing and budget information to inform next steps.