Bilingual parent urges board for K–12 bilingual pathway and curriculum

Shana Espinosa, a bilingual elementary teacher and parent, told the Green Bay Area Public School District Board of Education during public forum that the district needs “a defined program document, a clear placement process, and a system for tracing demand and capacity” to protect bilingual programming.

Espinosa said the district adopted HMH Into Literature and Arriba La Lectura for elementary grades, but teachers do not have a bilingual language-arts curriculum for middle school. “Our bilingual middle school teachers care deeply about their students and many have spent their limited prep time translating materials themselves,” she said, adding that a pilot bilingual curriculum is scheduled for spring 2027 with hopes of adoption for the 2027–28 school year.

Espinosa asked the board to outline priorities covering curriculum, staffing and transportation so the integrity of bilingual programming survives leadership or staffing changes and to clarify how students qualify for bilingual placements, including those who are proficient in both languages. She framed the request as necessary for students seeking a future seal of biliteracy and urged the district to “translate our values of bilingual minds, boundless potential, into consistent longitudinal actions.”

Board members thanked Espinosa for her remarks and acknowledged the complexity of placement and capacity. The board did not take action during the meeting but the public comment was placed on the record for future work-session follow-up.