District's English Learners advisory committee urges expanded language access, mental-health supports and timely IEP translations

The District English Learners Advisory Committee (DELAC) delivered a multi-part set of recommendations to the Board of Education focused on the learning and well-being of students who speak languages other than English.

Parent leaders and DELAC representatives described survey results showing families' primary concerns about safety, learning loss and communication, and urged specific steps: a structured tutoring program for English learners (credentialed teachers with stipends), a summer program targeted to English learners and newcomers, expansion of LanguageLine on-demand interpretation for families and staff, and culturally and linguistically appropriate trauma-informed school-based mental-health supports.

DELAC also urged the district to fix timing and quality failures in IEP translation and interpretation: allow extended IEP meeting time when interpretation is provided, accelerate translation turnaround for assessments and IEP documents, and increase professional development so staff can support dually identified students (who have both IEPs and English-learner status). DELAC asked for a formal written response and timeline; Superintendent Matthews committed to provide a report later in the summer.

Public commenters and allied advisory committees endorsed DELAC's recommendations and emphasized that expanded language access and timely IEP translation are essential to equity: delayed translations can effectively deny students services. Commissioners asked staff for numbers; DELAC reported approximately 2,324 dually-identified students (1,268 elementary; 398 middle; 438 high-school level) as an approximate count to guide priorities.

The board and staff acknowledged budget constraints and said cost estimates will be developed and brought to the budget committee, and that summer-program enrollment and prioritization work is underway.