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Stockdale students showcase bilingual writing as principal reports gains and sets 65% proficiency goal
Summary
Stockdale Elementary principal Bertin Badiz presented student bilingual writing and school data to the Campbell County School District #1 board, reporting 58% current achievement, improved outcomes for English-language learners and a school goal of 65% proficiency driven by dual-language instruction and targeted interventions.
Bertin Badiz, principal of Stockdale Elementary, brought students before the Campbell County School District #1 board to share original stories written in the district’s Dual Language Immersion program and reviewed the school’s academic data.
Badiz told trustees the writing project grew out of a curriculum initiative to encourage bilingual writing and noted the school’s lottery added about 100 incoming students. “We have the best families in Campbell County, our school district,” he said, introducing students and teachers who led the reading.
Badiz said Stockdale’s current overall achievement is about 58% and the school has set a target of 65% proficiency in English-language arts and mathematics. He described three pillars of the DLI program — higher academic expectations, language acquisition and cultural competency — and said the school staff use coordinated English and Spanish materials to align instruction.
Josh Miller, a fourth-grade teacher at South Trail speaking on behalf of his grade level, called the DLI staffing model a strength, noting “having four certified teachers in every grade level” supports planning and instruction. “What I teach in English, Robles does a really good job in Spanish,” he said, describing the reciprocal reinforcement of classroom work.
Trustees asked how the district gauges Spanish-language skills and whether statewide assessments will measure elementary Spanish proficiency. Badiz said there is no state-level Spanish assessment for these students and that the school administers a district assessment in the fall to measure reading, writing, speaking and listening in both languages and to guide instruction.
Badiz and board members also discussed dual-credit opportunities at the secondary level through partnerships with Gillette College and the University of Wyoming, and the principal outlined a range of credit-accumulation scenarios for motivated students.
The presentation closed with trustees praising the program’s cultural and academic benefits and with an invitation for the principal to return with follow-up data on assessment results and targets.
