Dr. Emily Sands, director of English and language services for the Riverhead Central School District, told the board on Oct. 29 that the district’s population of English language learners has climbed sharply and the district is expanding supports to meet that growth.

"Over the past decade, this number has surged by 207%, growing from 688 E and L students to our current count of 2,113," Dr. Sands said, citing district records. She said enrollment rose about 10% over the last five years.

The presentation explained the district’s identification and assessment process for multilingual learners, including use of a home‑language questionnaire and initial proficiency screening. Dr. Sands described two state assessments used to track progress and placement: the initial screening (referred to at the meeting as NYSITEL/NYSITEL‑type assessment) and the spring NYSLA/NYSLAAD assessment, and said these follow commissioner’s regulation CR Part 154 requirements for E&L service hours.

The department is using multiple instructional models: dual language and transitional bilingual programs in elementary grades, one‑way dual language at Pulaski, and Bridges courses for newcomers and students with interrupted formal education (SIFE). To address varied needs, the district shifted two certified E&L teachers from elementary schools to the high school and middle school to create tailored Bridal 1 and Bridges 2 courses, Dr. Sands said.

Sands also described family engagement and outreach efforts — four annual parent cafes, a parent orientation in the family’s preferred language for newly enrolled learners, and technology nights explaining ParentSquare and the parent portal. She listed languages spoken across the district, naming Spanish, Polish, Mixteco, Russian, Ukrainian, Urdu, Turkish and Chinese.

The presentation called attention to practical challenges: recruiting certified bilingual teachers, ensuring staff training such as English‑learner‑specialized CPI (crisis prevention intervention) is complete across buildings, and providing targeted supports for newcomer and SIFE students. Dr. Sands credited seven E&L coordinators and named assistants who support the work.

The board did not take formal action on the presentation; Dr. Sands’ overview concluded with an invitation for continued family and community engagement and a request for ongoing support for staffing and programmatic development.