BACKGROUND OF SK DLI PROGRAM
In 2015, SKSD implemented a Dual Language Immersion (DLI) program for Spanish that is open to all students via lottery. Four DLI sections were created, with two sections each at Peace Dale (PDES) and West Kingston Elementary (WKES) Schools. DLI home schools were chosen based on the higher number of enrolled at-risk/at-need children. The goal of the program, as explained to matriculated families, was for students to earn a certificate of biliteracy at the end of 8th grade. Families were told the program would follow an immersion model that included 50% instruction in all subjects in both languages from kindergarten through 5th grade and a more flexible, pedagogically sound, yet undefined model for grades 6-8 (Appendix A).
The DLI program in SKSD has resulted in academic success and high interest from families inside and outside the district (nearly a quarter of DLI families moved to SK for the program). In the spring of 2019 the current school committee (SC) formed a DLI subcommittee. The goal of the committee was to address unintended consequences of initial program implementation and explore equitable solutions for all SK students. By September 2019, community stakeholders and SKSD administration reached a consensus path forward that preserved the integrity of the DLI program and promoted equitable student curricula across the four SKSD elementary schools. Since that time, action on the path forward has strayed from the consensus vision, creating a situation that puts DLI program goals of achieving bilingualism and biliteracy by 8th grade at risk.
Our Concerns
The DLI subcommittee that was formed in 2019 evolved into four large-scale, community-driven forums consisting of parents, teachers, and community members whose work culminated in a set of “agreements”:
to improve the DLI lottery system,
to guarantee four DLI sections of the existing curriculum and 50/50 immersion structure through elementary school (which includes K-5th grade), and
to develop an enhanced STEM program in the non-DLI elementary schools
These three agreements were accepted by over 200 people in the DLI community on September 17, 2019 and adopted by the SC shortly thereafter. A fourth “agreement,” in which middle school DLI would consist of a single class in Spanish, was not accepted, but all parties agreed to reconvene and develop a middle school curriculum in line with program goals well before the first cohort of DLI students reached 6th grade in 2021.
Since the adoption of the three “agreements”, the program, its teachers, and its students have experienced troubling changes (listed below) that threaten the future integrity of the DLI program. According to the Dual Language Program Standards published by the Rhode Island Department of Education (RIDE) (Appendix B), the district should “include parents and community stakeholders in the design and development of the program itself, the development of curriculum and resources, and ongoing efforts to adapt and improve the program. Parents and community members should have an active role in decision making and review.” Unfortunately, the DLI subcommittee was dissolved in June of 2020 and valid stakeholder concerns are no longer being heard.
Concern 1: Changes to the DLI program curriculum that deviate from program goals.
In December 2019, DLI parents received a memo from the SC stating that the existing DLI subcommittee would be split into two working groups: one to “improve” the K-4 curriculum and the other to “plan” for 5-8. This action conflicts with the second agreement which maintains the existing immersion model throughout the elementary grades. Community volunteers donated hours of their time to monthly meetings with the SKSD DLI coordinator (Ms. Jodi Anthony) between November 2019 and April 2020. In April 2020 the SKSD Superintendent (Ms. Linda Savastano) published a report (Appendix C) stating “In 2020-2021 our pilot dual language immersion students will be entering grade 5. ... We are continuing our 50/50 model. This means that we have a commitment to 50% of their core subject areas in Spanish and 50% of their core subject areas in English.”
However, in June of 2020, two months before the start of the school year, a significantly modified grade 5 DLI curriculum was unveiled that the working group and DLI teachers had not seen before or approved. The newly implemented structure is reminiscent of the 4th agreement that was proposed but overwhelmingly rejected in the Summer 2019 DLI workshops. These curriculum changes reduced Spanish instruction to 70 minutes per day (30 minutes during distance learning) with a focus on Spanish language learning rather than learning content in Spanish. Due to 5th grade staffing issues, as of October 2020, there are days that DLI students do not receive spoken Spanish instruction.
Not only does the current 5th DLI grade plan deviate from the 50/50 immersion cohort model, but the rapidly evolving vision for the program and staffing issues make the goal of biliteracy in the 8th grade uncertain for families with children in younger grades. There has been no community discussion about the middle school plan aside from a suggestion that DLI students who have been learning in Spanish since kindergarten “will be able to take additional immersion classes as they enter grade 6 and beyond”. In the Superintendent’s report from April 2020, the plan for Grade 6 is listed as “TBD” and the plan for Grade 7 is Level I Spanish (Appendix C).The foundation for 5th grade and middle school DLI needs to be set now.
Concern 2: Beginning school years with vacancies in essential teaching staff.
SKSD has known since 2015 that they would need to hire two qualified, certified, Spanish and English teacher partners every year for six years. The fourth grade and all subsequent cohorts are larger and will require two pairs of certified Spanish-English teacher partners to maintain the fidelity of the program. However, several DLI-program vacancies have not been filled on time, leaving students without teachers or with a changing roster of teachers and substitutes. Delayed recruitment and hiring for anticipated vacancies are a disservice to our students and demonstrate a lack of support for and understanding of language immersion programs. Below are two examples:
In 2019, the 3rd grade cohort at PDES had a substitute Spanish teacher for over one month before a permanent hire was made. Similarly, in 2020, the Broad Rock Middle School (BRMS) 5th grade Spanish teacher positions were not posted until July 2020, and as of October 2020, only one emergency-certified Spanish-side teacher partner has been hired. In addition to the Spanish teacher vacancy, one English teacher partner retired on 9/29/2020. Our 5th grade cohort is missing two teachers, forcing the one Spanish teacher to manage a homeroom as well as instruct 60 students in Spanish. Not surprisingly, fidelity to 50-50 immersion is impossible in this situation.
Concern 3: Low morale and high turnover among teaching staff.
RIDE standards explicitly state that dual language programs must extend beyond the classroom to establish equal respect and appreciation for the target language throughout the entire learning community (Appendix B). Over the last few years, efforts to promote Spanish language outside of DLI classrooms have diminished. In addition, the professional opinions of our DLI teachers with regard to DLI curriculum design and teaching materials do not receive proper attention. This lack of support, particularly for our DLI Spanish-side teacher partners, has resulted in low morale which is evidenced by the high resignation rate of heritage Spanish speaking teachers. The resignation rate is particularly high at PDES, where 33% of Spanish-side DLI positions have resigned. The resignation rate of DLI Spanish teachers at WKES is 13%. By contrast, not a single English speaking position at either school has left the district in the last 5 years.
Concern 4: SKSD administration altering teacher certification requirements. SKSD has invested significantly in professional development programs such that all Spanish and over 20 English teachers in the district are DLE and/or English to Speakers of Other Languages (ESOL) certified. All SKSD K- 4 DLI classroom teachers hold these certifications in accordance with RIDE requirements (Appendix D). In June 2020, shortly after the modified 5th grade plan was revealed, all SKSD teachers were notified via email that “DLI English positions no longer need DLI or bilingual certification”. This policy change not only detracts from a school-wide emphasis on biliteracy and bilingualism, it also devalues the certifications held by our current K- 4 DLI teachers. Parents are working to confirm if this change to certification requirements has been approved by RIDE.
We are extremely concerned that DLI curriculum changes described above, the low morale amongst many DLI teachers, and the difficulty recruiting new qualified, certified teachers to a program in limbo, are making DLI in SK unsustainable and will ultimately lead to its demise. By speaking with a unified voice, we hope we can engage SKSD in a constructive dialogue to preserve the integrity of the DLI program and ensure our students meet their goal of biliteracy by 8th grade.
Appendix A: SKSD Vision for DLI Program http://www.rilin.state.ri.us/Special/RIES/commdocs/09182018/Kristen%20Stringfellow's%20DLI%20Senate%20Presentation%20final%20brief.pdf?fbclid=IwAR2SmNcX-oSL12chSpljoCT7inzroCLUHxFV5taCtjBYSS557QkwPKU6d24
Appendix B: RIDE Dual Language Program Standards.
http://media.ride.ri.gov/BOE/Enclosures/Enclosures_6_12_14/Encl3k_Dual_Language_Program_Standards.pdf
Appendix C: SK Superintendent Report, April 2020.
Appendix D: Regulations Governing the Certification of Educators in Rhode Island.