Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Bilingual Education topic
No spam. Unsubscribe anytime.
Dual language advisory board outlines steps to boost bilingual outcomes and set a 5% recognition goal
Summary
The district’s dual language advisory board recommended actions to strengthen bilingual instruction—shared language-use expectations, professional learning modules and aligned curriculum—and reported exceeding a local bi-literacy goal this year; work continues on narrowing recommended actions in the fall.
Director Chrissy Chapman presented the Dual Language Advisory Board’s annual self-evaluation and recommended actions to the Woodburn School District board, saying the advisory group used rubrics from the Center for Applied Linguistics and conducted classroom observations, educator surveys and student surveys focused on 4th and 5th graders.
Chapman said the board conducted 75 classroom observations across K–12, collected extensive survey responses and developed multiple recommended actions that will be narrowed in the fall. The advisory board’s objectives include developing shared expectations for language use and instruction, building professional learning modules for onboarding and refreshers, and aligning curriculum for instructional consistency.
On performance goals, Chapman said the district aimed to increase recognition of bilingual/multiliteracy recognition at 5th and 8th grades and the state seal of bi-literacy for seniors by 5% over last year and that, based on the district tracker, the goal was exceeded with additional students still being validated as state assessment data arrive. The board noted that some recommended actions could not be finalized this year due to attendance constraints during spring meetings and said the first fall meeting will focus on narrowing the action list to a manageable set.
Board members asked about classroom practice, target-language use, and professional development to help teachers remain in the target language instructionally; Chapman said teachers should be intentional about language-switching and that instructional supports are being designed to help students stay in the target language while still developing English proficiency.
The district will return to the board with narrowed recommended actions and a plan for professional learning and curriculum alignment in the coming months.
