Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Dual Language Immersion topic
No spam. Unsubscribe anytime.
Manchester schools cite falling enrollment, staffing limits in trimming dual‑language sections
Summary
School staff told trustees they will reduce dual‑language immersion (DLI) sections at Manchester Intermediate and limit kindergarten DLI sections at Manchester Elementary because of lower enrollment and difficulty finding qualified bilingual teachers. Parents will be allowed to opt students out and be offered a Spanish special.
Presenter (Manchester Elementary) and Presenter (Manchester Intermediate School) briefed the Manchester Community Schools board on adjustments to the district’s dual‑language immersion program, citing lower enrollment and a tight pipeline of qualified bilingual instructors.
At Manchester Elementary, the presenter said the school expects "85 students" in 3rd grade and "93 students in 2nd grade," and reported about "74" kindergarten students this year, which administrators said yields only one kindergarten DLI section. The presenter listed assigned and incoming instructors and described arrival logistics for teachers recruited from Mexico, calling the program "thriving." The presenter added that families and staff have been involved in preparations for new hires and housing arrangements.
At Manchester Intermediate School, the presenter said the initial DLI cohort began with about 34 students and ended the year at 33, split across two small sections. After reviewing state assessment data, enrollment patterns and classroom staffing needs, MIS administrators decided to reduce to one DLI section for the coming year so that teachers can cover multiple grades and the district can sustain program quality. The presenter said approximately five students were removed from the program for academic reasons and that families who opt out will be offered a Spanish special during the school day so students maintain language exposure.
Board members asked about class sizes and supports for larger classrooms. The MIS presenter said paraprofessionals and special‑education staff will "push in" when needed and described arrangements to pair DLI teachers with English‑instruction teachers to create small‑group Spanish instruction rather than having an entire class in immersion at once.
Both presenters emphasized recruitment challenges for DLI teachers and pointed to a local pipeline of candidates from area education programs; the MIS presenter noted one local teacher, Karen Mendez, as invested in the community and likely to remain with the school. Administrators said the change will be communicated to families — they began outreach in April and will continue to advertise enrollment and opt‑out options.
The discussions were presented as administrative decisions and parent‑consultation outcomes; no formal board action on the DLI structure was recorded in the transcript.
Next steps: staff will notify families of changes, offer the Spanish special to opt‑outs and continue recruiting bilingual instructors.
