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NVUSD's TK-12 dual language immersion pathway honored with CSBA Golden Bell; students, teachers and parents speak
Summary
The board celebrated the district's TK-12 dual language immersion pathway after it received a California School Boards Association Golden Bell Award; presentations highlighted longitudinal data showing higher CAASPP and seal of biliteracy rates for DLI students and included student and teacher testimonials about bilingualism and cultural competence.
Napa Valley Unified School District trustees and the superintendent marked the district's TK-12 dual language immersion (DLI) pathway as the winner of the California School Boards Association Golden Bell Award during a presentation and remarks by students, teachers and parents.
Presenters explained the DLI pathway's history in the district, noting initial approval in 1994 and later expansions through elementary, middle and high school that completed a TK-12 continuum. District leaders cited CAASPP score comparisons and seal of biliteracy attainment that, according to slides shown at the meeting, show DLI students outperforming district averages at elementary, middle and high school levels.
Students and educators gave first-person testimony about the program's academic and cultural impact. Eighth-grader Elana Soloro said, "Being in DLI has helped me become bilingual and biliterate and it has also given me confidence and pride in my culture," and senior Jack Moore described how DLI shaped his cultural awareness and global opportunities. Teachers and parents emphasized continuity across sites, the program's contribution to identity and belonging, and local partnerships to expand Spanish-language pathways into high-school coursework and career programs.
Superintendent Dr. Rosanna Metti and board members praised the program, noting the district made difficult programmatic and facility decisions to sustain a TK-12 pathway and that the award recognizes governance and instructional alignment. Trustees also acknowledged the community and staff effort behind the program and invited DLI families and staff to be photographed with the award.
The presentation included a long list of community voices: founding leaders, DLI principals and assistant principals, teachers, students who have progressed through the pathway, parents, and district staff who described data and program goals (bilingualism/biliteracy, high academic achievement, and cultural competence).
The board recorded appreciation and several trustees commented on the program's positive outcomes and community pride; no formal vote was required for the recognition.
Context and next steps: district staff said the DLI pathway continues to expand programmatic connections at the middle- and high-school levels and is working with partners (including Napa Valley College) to develop career pathways taught in Spanish.
