Dual Language Immersion (DLI) Committee

Planning for the Future of Dual Language Immersion: A Committee at Work

As our school district prepares for the exciting opening of three new schools in 2026, we are presented with a unique opportunity to strengthen and refine our Dual Language Immersion (DLI) program. With these changes on the horizon, the district has formed a diverse and representative committee tasked with recommending updates to how and where our DLI programs are offered.

Currently, our DLI programs span four languages and are housed across various schools. As we plan for the future, the district will consolidate the four DLI languages into two elementary magnet schools in the fall of 2026:

Cedar Ridge Elementary for Chinese and Portuguese
Spring Creek Elementary for French and Spanish

This will allow for more concentrated resources, increased collaboration among DLI educators, and a consistent experience for students and families.

At the secondary level, we are exploring which middle and high schools will house our four DLI languages. The goal is to ensure equitable access to DLI programs for students throughout the district and make the most of our new facilities.

A committee composed of educators, administrators, and parents from diverse backgrounds has been formed to guide this important work. Parent voices are a key part of the conversation, and the committee is committed to ensuring that any proposed changes reflect our community's values, needs, and hopes.

This committee will study the current program structure, assess logistical considerations, gather input from stakeholders, and ultimately make recommendations to the Board of Education. The goal is to design a sustainable, high-quality DLI program supporting all participating students' academic achievement, cultural competence, and bilingualism.

We are grateful for the committee's thoughtful work and look forward to sharing updates with families as the process moves forward. Community engagement will continue to be vital to shaping the future of our Dual Language Immersion program.

Dual Language Immersion program

Committee Proposal Presented to the Board

Update: DLI Committee Proposal Under Review

On May 1, 2025, the DLI Committee presented its recommendations to the Cache County Board of Education. The board is currently reviewing the proposal and related materials. Following public input, the CCSD Board of Education is tentatively scheduled to vote on the proposal at its June 12 business meeting.

The committee’s focus was to provide suggestions for accessible and equitable opportunities for all students throughout the district.

Key Data Highlights

As part of the presentation, district leadership reviewed enrollment trends and student achievement data related to the DLI program:

An average of 210 students have enrolled in DLI programs each year over the past six years.
DLI students perform at or above the level of non-DLI students on state tests and other academic measures.
AAPPL scores, AP pass rates, and Bridge course participation show continued strength over time.
Historical enrollment and retention data show consistent interest in the program across all sites.
Participation in DLI does not negatively impact performance in other academic subjects. In fact, results often show a positive correlation.

Committee Recommendations

Proposed Shift to Magnet School Model

To strengthen DLI pathways and improve long-term sustainability, the committee proposed transitioning to a magnet school model for secondary DLI. The most important priority is that every high school has a language option, not necessarily a specific language option.

The committee recommends the following school locations for the DLI languages:

Portuguese

Magnet -> North Cache -> Sky View

Chinese

Magnet -> Hyde Park Middle -> Green Canyon

French

Magnet -> Nibley Middle -> Ridgeline

Spanish

Magnet -> South Cache -> Mountain Crest*

The proposal is aligned with upcoming grade reconfiguration plans and middle-to-high school feeder patterns.

*See Transition Plan below for more information.

Transportation Considerations

Equity and Access

The committee prioritized accessibility and equity throughout the proposal process. Key considerations included:

Ensuring every high school offers a DLI language option, even if it is not the same language across sites.
Aligning program access with existing school boundaries and feeder systems.
Exploring ways to improve equity across socioeconomic, geographic, and demographic factors.

Transition Plan

The DLI proposal includes a transition plan to guide the district, families, and students through potential changes. The plan outlines timelines and pathways to support current and future DLI participants.

School Year	Ridgeline High School	Mountain Crest High School
25-26	DLI 5 (9th Grade)	No DLI
26-27	USU Bridge (Sophomores, Juniors, Seniors) AP Spanish	DLI 5 (9th Grade)
27-28	USU Bridge* (Juniors, Seniors) AP Spanish	DLI 5 (9th Grade) USU Bridge (Sophomores)
28-29	USU Bridge* (Seniors) AP Spanish	DLI 5 (9th Grade) USU Bridge (Sophomores, Juniors)
29-30 & Beyond	AP Spanish	DLI 5 (9th Grade) USU Bridge* (Sophomores, Juniors, Seniors)
Notes:	*RHS students in lower classes could join the course if there is room and they have passed the AP Spanish exam.	*Students may dual-enroll at their boundary school and complete their Bridge course at MCHS if they don't want to attend MCHS full-time. Families doing this would be responsible for their own transportation to and from MCHS.

Next Steps

The DLI Committee concluded its work after four meetings held between February and April 2025. Following the committee’s presentation, the Board of Education is now reviewing the proposal and related materials.

Following public input, the CCSD Board of Education is expected to vote on the proposal at an upcoming public board meeting.