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Urbana SD 116 outlines multilingual program growth and community supports for immigrant students
Summary
District presenters reported about 1,037 multilingual students (roughly 25% of enrollment), an increase to about 53 languages represented, and described new bilingual programming, family‑liaison outreach, legal and mental‑health partnerships, and a rapid response network to assist unaccompanied minors.
Madia Rakonei, a multilingual department staff member, told the Urbana School District 116 board the district now counts about 1,037 multilingual students, roughly a quarter of the district’s approximately 4,200 students, and that the number of languages represented has risen to about 53.
Rakonei said early‑childhood programming expanded this year to five sections of Spanish bilingual instruction and that district staff are working to certify more bilingual and ESL‑endorsed teachers. “We want students’ languages and cultures to be affirmed while they develop English literacy,” she said.
Lucia, one of the district’s family liaisons, described the day‑to‑day supports provided to immigrant families and the particular strain created by recent local immigration enforcement activity. “There is not a week that goes by that we don't hear from a family concerned about sending their child to school,” Lucia said, and she explained liaisons’ work distributing know‑your‑rights cards, conducting home visits, and connecting families to community partners.
Presenters identified roughly 20 unaccompanied minors currently enrolled in district schools and noted that the number of newcomers this year (students who arrived recently) is about 23, well below last year’s levels. Staff emphasized that those students often need rapid connections to medical, dental and legal services and described partnerships with an on‑site university legal clinic, the local refugee center, the Immigration Project (pro bono deportation defense attorneys), and a newly formed rapid response team that provides immediate community support when enforcement activity occurs.
District staff and the board discussed uncertainties about future federal Title III funding, which the presenters said is supplemental and beneficial to multilingual services. “For FY26 we did receive federal Title III funding; nothing official has been communicated to us about FY27,” Rakonei said, urging continued legislative advocacy.
Board members asked about staffing at certain elementary schools, the reach of family‑liaison coverage, and whether the district could establish an easier donation mechanism for clothing and emergency needs. Staff said they will explore creating a web‑store link and other local partnerships to streamline donations and distribution.
The board did not take formal action on program changes; presenters framed the updates as status reports and requests for ongoing community support.
