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District outlines plan to expand dual‑language immersion; pilot programs, staffing pipeline and lottery options discussed
Summary
Staff reported DLI progress — strong AP Spanish results, a 90/10 TK start model moving toward 50/50 by grade four, a pilot after‑school program, classroom observations and a DI master plan — and discussed lottery vs. boundary access and bilingual teacher supply.
District staff briefed the board on progress and next steps for the dual‑language immersion (DLI) program, including student outcomes, program design and plans to grow access across the Santa Maria‑Bonita School District.
Dr. Droas, the district’s DLI specialist, said 22 middle‑school students took the AP Spanish exam this year and 21 scored 3 or higher; "we actually had a few fives," she said, and the district has 27 students signed up for the coming exam. Staff described classroom visits to established programs, professional‑learning work grounded in DLI guiding principles, and a planned DLI master plan to codify non‑negotiables for program coherence.
The district described a 90/10 language‑allocation model that starts with 90% Spanish in TK/K and phases instruction toward a 50/50 split by later primary grades; classroom composition models such as 30/30/30 and 50/50 were discussed depending on site demographics. Board members raised equity questions about current boundary‑based enrollment at Jimenez and whether to return to a lottery system; staff said lottery rules and composition targets must be built into the master plan and that current site capacity constraints and board policy favoring neighborhood enrollment limit immediate lotteries.
A pilot after‑school Spanish enrichment program (Alasís) at Oakley Elementary will target grades 2–4 with a six‑week session for 20 students to build foundational literacy and cultural understanding. Staff noted a pipeline of bilingual‑authorized teachers (approximately 75 currently, with additional graduates expected from the residency program) but said staffing and facilities constraints will guide expansion timing and locations.
Why it matters: Expanding DLI affects enrollment boundaries, equity of access, classroom composition and the teacher pipeline; the district is positioning for sustainable growth while balancing capacity constraints.
Ending: Staff will update the board as the DLI master plan is finalized and as the district pilots enrichment programs and expands bilingual teacher training.
