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Board hears plan to expand Dual Language Academy into high‑school pathway; trustees ask for more options and staffing detail
Summary
District leaders proposed a high‑school course pathway for Dual Language Academy students culminating in the State Seal of Biliteracy; trustees urged broader course options, clustering, and analysis of staffing and costs before expansion.
The board received a multi‑level update on the Dual Language Academy (DLA), where district presenters described a nine‑year program history and a proposed high‑school pathway aimed at helping DLA students earn the California State Seal of Biliteracy.
Executive Director Dr. Liz Leone said the district began with a 50/50 model at Glenview and shifted toward a 90/10 early‑grade model that phases back to a 50/50 maintenance model in upper elementary. The district is adding language proficiency assessments in grade 6 and 8 to inform placement in middle and high school Spanish pathways and to support students pursuing the State Seal of Biliteracy.
Director Mike Young detailed a proposed four‑course high‑school sequence that would include Spanish for Native Speakers, AP Spanish Language and Culture, AP Spanish Literature and Culture, and a dual‑enrollment Chicano Studies course offered through Fullerton Junior College. Young said the district is exploring clustering DLA students in advanced Spanish courses and confirmed pathway access would be available at all four comprehensive high schools pending scheduling and staffing.
Trustees and parents asked about adding more Spanish coursework in high school (two Spanish courses per semester), a capstone course option, translation/interpretation pathways, and whether the district could offer semester‑long rather than year‑long multicultural studies so students could combine civics and multicultural options. Trustees also asked about staffing feasibility at the high‑school level and financial implications of expanding the middle‑ and high‑school offerings.
Dr. Leone and Mr. Young said the district would review parent feedback from an Feb. 3 meeting, work with principals (including Principal Barton) to understand staffing constraints and credentialing for teachers who can teach content in Spanish, and return with enrollment and resource estimates. They discussed piloting options at Oaks Middle School and Tuffree Middle School depending on capacity and teacher credentials.
What’s next: The board signaled support for further exploration and asked staff to return with details on staffing, curriculum pacing, parent choice, and cost implications before adding new high‑school courses to permanent catalogs.
