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Bound Brook shows significant ACCESS gains for multilingual learners after dual‑language rollout
Summary
District staff presented ACCESS (WIDA) results showing gains in early grades after expansion of the dual‑language program: 587 MLs tested this year, 40 exited the ML classification, and cohorts showed marked shifts from 'entering' to 'developing/expanding' proficiency levels; the district plans further curriculum expansion and parent outreach.
District staff presented ACCESS results and program updates showing measurable gains for multilingual learners after the expansion of the dual-language program.
The presenter reported that 587 multilingual learners (MLs) were tested this year; district identification increased from 644 to 676 MLs with roughly 70 students on the WIDA screener (the presenter said that if all are identified, the total could approach 743 MLs, or about 35% of the student population). She noted 18 parent refusals and 40 students who met the 4.5 exit threshold this year but explained that dual‑language students may be de‑identified as MLs while remaining enrolled in the dual‑language program.
Using cohort comparisons, the presenter described pronounced gains in early grades after implementing full-time K–6 dual‑language instruction. For one matched cohort the proportion at "entering" dropped substantially and shares in "developing" and "expanding" categories rose within a year; the presenter said these changes are unusually rapid but credited the K–6 bilingual program and targeted instruction.
Program expansions planned for the coming year include starting pre‑K4 dual‑language in January (after teacher training), continuing full-time K–6 dual-language, adding Spanish language arts at the middle school for dual-language students, and increasing Spanish language arts and heritage speaker pathways at the high school. The presenter listed specific course placements and noted ML students were recommended for honors, AP and dual‑enrollment courses (Stockton University, Raritan Valley Community College).
Staffing and training details given: 14 bilingual Spanish/world-language teachers, 7 English world teachers in dual language, 13 ESL teachers K–12, 7 world-language teachers; ongoing sheltered-instruction and dual‑language professional development for new and current staff was emphasized. The presenter also described plans to reestablish a bilingual parent advisory committee and provide at least three parent workshops during the school year to increase engagement and reduce refusals.
Board members praised the results and highlighted the need to sustain professional development and long-term supports at middle and high school levels.
