Branch explains converting classrooms into dual-language programs

All right, thank you.

So thinking about ways that we, again, could provide our families with more access, one of our current strategies is to convert certain classrooms into dual language programs.

So what we're working towards with school leaders and districts and

is thinking about ways that we can invite, you know, schools that already have a dual language program to open up additional classrooms.

But like my colleague, Dr.

Garcia, suggested or shared, our offices work closely together so that there is this more intentional focus and look on what the data suggests and what we can do to now meet those gaps,

specifically around making sure that if there is going to be an elementary school down the street that has

you know, a dual language program in Italian, thinking about ways that the local preschools, pre-K centers, family networks can kind of like offer those programs too, so that when the child continues through their,

you know, education career, they have that solid continuity and foundation around their partner language that they have been engaging in since they were smaller.

And what is the, I guess just to your point about, you know, encouraging schools to open up new classrooms for the potential of dual language.

What is, what does that look like?

Because.

I feel like my experience with the department regarding early childhood education, it feels like the data and the seat allotment don't match, you know, in my opinion, in some of these districts.

And so how are you all looking?

Like, what is the data that you're looking at?

Like, how are you able to justify that or rectify that?

And are you in these scenarios?

Are you asking?

Are you?

Thinking about additional seats or having those schools potentially move seats from existing programs and switch them over to dual language.

So we look at that data and think about, you know, this is a good problem to have, right?

We've got the family demand, the seat numbers are what they are, and then the family demands are another sort of like data set.

So again, thinking about ways that we can intentionally support and expand those programs, but at the core of that work is always going to be around like family need and family, you know, requests.

And then thinking about what the supports would be like for that particular school, if there are going to be any needs around, you know, getting a certified bilingual teacher to teach that program.

Those are the things that we're considering.

And again, it's just more around factoring all of these different elements to make sure that when we do expand, it's intentional.

We don't want to expand for the sake of expanding.

We want to make sure it's done well and it's done right and it's sustained for years to come.

I mean, I understand it has to sort of feel like the perfect storm to have all of those things in motion.