Evaluation finds DLI strengths but staff shortages prompt recommendation to sunset two elementary programs
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Summary
An evaluation highlighted strengths in teacher quality, parent engagement and student engagement in Fulton’s dual-language immersion programs but cited staffing and awareness problems; district staff recommended sunsetting DLI at Lake Forest and Mimosa for 2025–26 while maintaining ESOL services.
Amanda Swerdlow, director of program evaluation, presented findings from the district’s dual‑language immersion (DLI) evaluation, saying DLI programs at Haytville, Lake Forest and Mimosa demonstrate strong teacher practice and community involvement but face persistent staffing and access issues.
"Teachers who have accepted and maintained these positions are proving to be top‑tier educators," Swerdlow said, while also noting that 64% of students in the DLI model last year were ESOL students and that schools reported inconsistent cohort sizes after the pandemic.
The evaluation identified three success factors: highly qualified teachers, increased parent participation in events and greater student engagement because students learn content in both English and Spanish. But schools most frequently reported barriers to enrollment that included lack of program awareness and language access for families. The report cited a mixed research base from the What Works Clearinghouse on academic effects outside of English literacy for some grade levels.
Doctor Chris Matthews, assistant superintendent of student services, told the board that the district recommends sunsetting the DLI programs at Lake Forest Elementary and Mimosa Elementary for the 2025–26 school year to prioritize Tier‑1 literacy and math instruction and because those programs are not currently sustained through all grade levels in those schools. "We will still provide high‑quality ESOL services to all of those students," Matthews said.
Board members raised concerns about outreach and asked for clear communication to families about schedule changes and what services students will receive. Matthews and Moore said principals will notify families and the district will provide translated explanations as needed; they also said the district will consider schedule comparisons so families can see what changes mean for course time and language exposure.
No final vote on the sunset was recorded at the work session; staff moved the item for action and indicated it would be placed on consent for the upcoming board meeting.
