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Marshalltown presenters outline dual-language implementation study, flag Spanish literacy gap after fourth grade
Summary
District presenters shared findings of a dual-language implementation study showing instructional strengths and systemwide gaps—especially Spanish literacy after fourth grade—and proposed immediate "quick wins," monthly professional development and a relaunch of a dual-language advisory committee beginning April 30.
Anelle and Dr. Lisa Wymore presented an implementation study of Marshalltown Community School District's dual-language program at the March 23 board meeting, reporting strengths in instructional practice and notable gaps in Spanish literacy after fourth grade.
The presentation, led by Anelle and Dr. Wymore of Central Rivers AEA, summarized a multi-pronged study using teacher surveys, focus groups, classroom observations and student data. Dr. Wymore said the study examined implementation across sites and compared district practice to national guiding principles for two-way dual-language programs.
Why it matters: the district reported 753 students in the dual-language program in 2024–25 and noted that sustaining Spanish literacy instruction past fourth grade is a material concern for long-term biliteracy. The presenters said roughly 47% of the dual-language cohort are current English learners, 35% are reclassified, and 18% were never identified as English learners, and that 351 students earned the Seal of Biliteracy between 2019 and 2024.
Key findings and concerns cited in the presentation included standards-based and sheltered instruction as bright spots and several systemic issues to address: materials gaps in Spanish, uneven implementation across buildings and grade levels, staffing constraints (a shortage of certified bilingual/biliterate teachers), and a tendency for students to switch to English during less structured class time.
Dr. Wymore said, “students often switch to English during less structured time,” and that the district's Spanish literacy confidence at higher grade levels is “not what we would hope it would be.” The presenters pointed to classroom-level bright spots—standards-based instruction, formative assessment practices and scaffolded supports—but urged systemwide alignment so the program functions districtwide rather than as pockets of strong practice.
Action steps presented included monthly pre-K–12 dual-language professional development (currently hosted at Woodbury Elementary), development of multimedia resources for families and staff, and relaunching a district dual-language advisory committee. The presenters invited community stakeholders to apply for the advisory committee; the first meeting is scheduled for April 30 from 4:30–5:30 p.m., location to be determined. The presenters also noted a planned visit by University of Northern Iowa faculty on April 10 to observe programs and discuss teacher preparation partnerships.
Board members asked how the program tracks students across Woodbury, Linehan and Miller and whether students continue in dual-language pathways; presenters said drop-out between Woodbury and Linehan is rare but that the program becomes more of a maintenance model in middle school due to staffing and course structure. Presenters recommended stronger routines for cross-linguistic connections so students can transfer learning between English and Spanish intentionally.
Next steps: the board heard the presentation and no formal action was required; administrators and Central Rivers AEA staff will pursue the short-term actions and return with follow-up information as the advisory committee is formed.
