Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Bilingual Education topic
No spam. Unsubscribe anytime.
Board hears bilingual program update: 472 multilingual learners and focus on biliteracy by grade 5
Summary
District bilingual staff told the Board that about 472 students (28% of enrollment) are identified as multilingual learners, mostly Spanish speakers. The presentation outlined K–5 dual language immersion, 6–8 transitional services, ESL staffing and funding through Evidence‑Based Funding and Title III.
District bilingual leaders presented data and program goals to the Board, emphasizing bilingualism, biliteracy and biculturalism as district aims.
Samie Sebestik, District Bilingual Administrator, and Michelle Frey, District Bilingual Coordinator, reported that approximately 472 students—about 28% of the district—are identified as multilingual learners, with the majority Spanish‑speaking. Presenters described the district’s additive approach: K–5 dual language immersion, grades 6–8 transitional bilingual services, and ESL supports. They noted student progress is monitored through the ACCESS assessment and local literacy measures, and cited Evidence‑Based Funding and Title III as funding sources.
Board members asked about coverage for non‑Spanish languages and family engagement. In response to a question from Moto Johnson about students whose home language is not spoken by district staff, the presenters said those students receive ESL support and progress is tracked the same way as Spanish‑speaking multilingual learners. Niki Pettit asked about Visiting International Teachers; the Board was told VITs are used through an Illinois State Board of Education program to staff hard‑to‑fill positions, including bilingual roles.
Board President Robin Vaughn described a recent bilingual classroom visit and said she was "very impressed with how the students were switching back and forth between English and Spanish." Dr. Woods added a broader context: "The common misperception is that they are not learning as much, but in fact they are learning twice as much. They learn it in English and Spanish." The presentation concluded with updates on professional development and literacy focus areas to strengthen bilingual programming across the district.
