Board approves 2025–26 Multilingual Learner Education Program after presentations and public appeals on language equity

The Bellevue School District Board of Directors voted Jan. 8 to approve the district’s 2025–26 Multilingual Learner Education Program after hearing a comprehensive presentation from MLL staff and public comments urging better supports for dual-language learners.

The decision: Director Tracy Macklin moved to approve the program; the motion was seconded and the board voted in favor. The approval followed a presentation by Executive Director of Teaching and Learning Melissa Macias and Assistant Director Eric Shelton outlining enrollment, outcomes and program expansion.

What the presentation said: Melissa Macias said the district’s multilingual program serves 5,209 students and that the district’s percentage of students making expected progress was 53 percent this year compared with a statewide 37.6 percent rate. Assistant Director Eric Shelton flagged a continuing challenge: 771 students are classified as long-term English learners, and roughly 42 percent of that cohort are not making expected progress. The department said it is using early indicators and targeted supports to reduce long-term classification and is expanding dual-language offerings (including a Japanese preschool at Bennett and expanded Korean programming) with support from grants and consulates.

Public comments and staff responses: Several public commenters urged action to protect program quality and equity. Monica Wilson, speaking for dual-language teachers, said online assessments in two languages have increased teacher workload and reduced classroom connection: "Imagine being 6 years old, sitting in front of a tablet for an hour long English literacy assessment," she said, and urged the board to view student data through an equity lens. Melissa Taylor, a dual-language teacher, asked the district to recruit and tag multilingual substitutes and let teachers request substitutes by language to preserve instructional continuity.

Board questions focused on long-term English learner outcomes, how the district distinguishes language needs from disabilities, staffing and funding constraints, and how the district supports mainstream classrooms. Presenters said the district has MLL facilitators in all schools, provides professional development on Universal Design for Learning strategies and is partnering with colleges and consulates to expand program capacity.

Next steps: With the program approved, district staff will continue to monitor long-term English learner progress, implement targeted interventions and report metrics to the board. The board did not specify new funding in the motion; presenters referenced grants and targeted partnerships to support expansion and staffing.