David Douglas High School seeks to improve graduation rates for multilingual learners

The David Douglas School District's Board Meeting on April 10, 2025, focused on enhancing educational access for multilingual students, a growing demographic within the district. The meeting featured presentations by Shane Burshell, Assistant Administrator of Multilingual Programs, and Rolando Flores, Assistant Principal at David Douglas High School, who outlined current challenges and proposed strategies aimed at improving graduation rates for these students.

A significant portion of the discussion centered on the district's mission to develop English proficiency across four key domains: reading, writing, speaking, and listening. The presenters emphasized the importance of providing meaningful access to state standards, which they referred to as the "dual obligation." This framework ensures that multilingual learners not only acquire language skills but also engage with the curriculum effectively.

The meeting highlighted the current status of multilingual learners at David Douglas High School, revealing that out of 151 newly registered students who indicated a language other than English, only one scored proficient on the English Language Proficiency Assessment (ELPA) screener. Alarmingly, 44 of these students scored at the lowest level across all domains, indicating significant barriers to their academic success. The presenters shared individual stories of students, illustrating the diverse backgrounds and experiences of multilingual learners, which further underscored the need for tailored support.

To address the low graduation rates, the district is implementing several strategies starting in the fall. These include opening elective courses to multilingual learners, allowing them to earn credits in subjects beyond English language instruction. Additionally, the district plans to award Language Arts and Social Studies credits through the English Language Development (ELD) department, thereby integrating language instruction with core academic subjects. The introduction of sheltered instruction classes, which are designed to meet the linguistic needs of English learners, is also part of the plan.

The presenters expressed optimism about these initiatives, noting that they aim to create a more inclusive educational environment that recognizes the unique challenges faced by multilingual students. They also discussed the importance of utilizing technology and translation tools to enhance learning experiences and facilitate communication between teachers and students.

In conclusion, the meeting underscored the district's commitment to improving educational outcomes for multilingual learners. By implementing these strategies, the David Douglas School District hopes to not only increase graduation rates but also foster a more engaging and supportive learning environment for all students. The board's ongoing discussions will likely continue to focus on refining these approaches and addressing any emerging challenges as they strive to meet the needs of their diverse student population.