Board Update Details First-Year Momentum of BHUSD Spanish DLA

The Beverly Hills Unified School District Board of Education reviewed the early implementation of its Spanish Dual Language Academy during a public presentation at the Jan. 27 board meeting, offering a snapshot of how the program is functioning midway through its first academic year.

The program, introduced at the start of the school year, is designed to deliver instruction in both Spanish and English using a structured dual-language model. District administrators stressed that the current year is focused on establishing strong classroom systems, instructional consistency, and student familiarity with bilingual learning expectations.

According to the update, student participation has remained steady since launch, with attendance patterns holding consistent as routines have taken shape. Staff described this stability as an important early signal for a new instructional model that requires adjustment from both students and families.

“This program will forever change the Beverly Hills Unified School District. Each and every year, we will grow this program to the point where students will be fluent in Spanish by the time they reach middle school. I couldn’t be happier with the progress. We’ve already started enrollment for next year, and we’re on our way to two full classes, one at each school already,” Dr. Alex Cherniss said.

Administrators reported that students are increasingly adapting to instruction delivered across two languages, particularly as classroom norms become more predictable. Teachers noted growing student confidence when transitioning between Spanish and English during lessons, an outcome presented as part of the natural progression of immersion-based learning rather than a final benchmark.

The presentation also addressed operational realities of a first-year program. District staff acknowledged the ongoing work involved in pacing instruction, refining assessments, and supporting educators as they align curriculum with district standards while maintaining language balance.

Teacher collaboration and professional support were identified as key components of the program’s development. The district reported continued coordination among instructional staff to share strategies, review classroom observations, and adjust approaches as needed throughout the year.

Board members emphasized the importance of continued oversight as the program matures, noting that meaningful evaluation will require multiple years of data. Trustees expressed interest in receiving periodic updates that track both instructional quality and student experience as the academy progresses.

The district indicated that future board reports will include additional detail as the program advances beyond its initial rollout phase. The Jan. 27 update framed the Spanish Dual Language Academy as an early-stage initiative showing organizational stability, with further analysis planned as implementation continues.