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Woodburn SD reviews expanded dual-language guidance, touts biliteracy goals
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Summary
Director Christy Chapman briefed the board on the district's updated guidance for multilingual learners, describing a program model (90/10 preschool; 80/20 K–1, shifting toward 50/50 by upper elementary), three instructional pillars and efforts to increase Seal of Biliteracy participation.
Director Christy Chapman presented the Woodburn School District's updated guidance for serving multilingual learners, saying the manual now extends beyond two‑way immersion classrooms to cover newcomers, English‑learner pathways and world‑language options. She told the board the guidance is “nearly ready for publication” and asked members to provide sticky‑note feedback for inclusion.
Chapman framed the program around three pillars drawn from the Center for Applied Linguistics: “bilingualism and biliteracy,” “high academic achievement” and “sociocultural competence,” and tied those pillars to the district's strategic goals. She explained assessment practices used to monitor growth, including STAR assessments in English and Spanish and a district‑created Russian assessment that mirrors STAR.
On the instructional model, Chapman described allocation percentages across grade bands: preschool 90/10 (partner language/English), kindergarten and first grade 80/20, second and third 70/30, and a move toward 50/50 by fourth and fifth grade; secondary offerings aim to provide two courses in the partner language where staffing permits. “Sometimes that is dependent upon staffing,” she said, noting endorsement requirements make secondary bilingual staffing challenging.
Chapman also outlined efforts to encourage early pursuit of the district’s Seal of Biliteracy or multiliteracy, including recognitions at fifth and eighth grade and the high‑school seal; she said the district has supported seven students who earned the recognition (one earlier cohort, six last year) and has additional students testing this year. For languages the district cannot staff, Chapman said the district contracts interpreters to support language assessment.
Board members asked about placement and assessment for students who arrive after second grade; Chapman said the district uses on‑entry assessments to place students as close as possible to the correct classroom and will reassess after school start if needed. She closed by noting the manual was based on local learner profiles and prior advisory‑board work and invited members to send further comments for incorporation.
