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Bend-LaPine highlights multilingual services: 1,300+ EL students, 37 languages and expansion of dual-language and newcomer supports
Summary
District leaders presented a multi-part update on language and cultural services, saying more than 1,300 students are identified as English learners, 37 languages are spoken in homes, nearly 900 students receive native-language instruction, and the newcomer program has graduated 15 students to date.
BEND, Ore. — Bend-LaPine Schools on Sept. 9 gave the board a comprehensive update on its language and cultural services, detailing program reach, curriculum design and supports for recent-arrival students.
Kinsey Martin, executive director of policy and advocacy, opened the presentation by saying the district currently identifies "over 1,300" English learners and that families speak 37 languages in students— homes. "We have 37 languages this year spoken by students and families," Martin said, and she emphasized that the presentation would focus on students who bring additional languages and cultural assets to classrooms.
Program highlights: Stephanie Bonnie, the elementary dual language coordinator, said dual-immersion programming operates at four sites (Bear Creek, Jewell, High Desert and Caldera), with the district now seeing the first cohorts progress through K-12 pathways and producing its first biliteracy candidates. Chelsea Jennings, the newcomer program specialist, described hands-on supports for recent arrivals including field trips, transportation coaching and targeted academic and social-emotional learning; she noted the program has had 15 graduates so far.
Behavioral and wellness supports: George Perez described the Fuerte (Forte) program for newcomer students, emphasizing group-based sharing to address trauma and build peer support. Staff said the district connects families to community resources such as the Latino community association, Deschutes County services, OHP enrollment assistance and a referral program called Care Solace.
Assessment and curriculum: Director of Multilingual Services Liza Yooett said elementary curriculum design is two years complete and in audit/revision, while middle and high school teams are in year three of design; the district is piloting "co-teaching" and SIOP-intensive professional development to embed language instruction in content.
Board discussion: Directors asked how the district disaggregates outcomes for former and current ELs, whether the district can look at outcomes by program, and how native-language instructional models cover languages beyond Spanish. Staff said native-language instructional models currently are primarily Spanish, while other language learners receive sheltered English instruction and targeted accommodations. Yooett and staff committed to follow-up data and invited board members to visit classrooms and program sites.
Provenance: The language-and-cultural-services presentation began with an overview at SEG 627; program presentations and Q&A continued through SEG 1545.
