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District reports gains in dual-language classes but board presses for fidelity and family engagement
Summary
Central Consolidated School District staff told the board that dual-language (Navajo-English) programs show higher proficiency in some measures and increased family engagement, but board members pressed for fidelity to Navajo instruction, clearer common formative assessments and stronger family outreach.
District and ICO leaders presented an update on the dual-language initiative, outlining a 50/50 model of Navajo-English instruction, an oral-language-focused curriculum aligned to seasonal teaching, teacher coaching and assessment changes intended to improve Navajo-language literacy and transfer to ELA/math performance.
"By May 2026, students will increase their ELA/math proficiency scores by 10% on the MASA," said an ICO presenter summarizing the program goal. Presenters said dual-language students showed modestly higher ELA proficiency (32% vs. 30% for all subgroups) and higher math proficiency in initial comparisons.
Board members asked detailed questions about classroom fidelity, how coaches work with teachers, frequency and purpose of common formative assessments (CFAs), and how families who do not speak Navajo are engaged. School principals and ICO coaches described observation-and-feedback cycles, TPRS and other strategies to increase speaking, family orientation nights and grant-funded support (BMEP, JOM) for materials and events.
Principals from Eva B. Stokely and Newcomb said the program benefits from low student-teacher ratios and increased family attendance at events; they also noted staffing, scheduling and transportation constraints that limit after-school tutoring access for some waiver students.
Next steps: ICO will continue professional development (including a December TPRS session), scale curriculum-aligned assessments, and work with principals on CFA collection and parent engagement strategies.
