Teachers, parents and advocates press Buffalo board to reinstate Spanish RTI in bilingual schools

Hundreds of bilingual program educators, parents and community advocates told the Buffalo Board of Education on April 9 that the district must immediately reinstate Spanish-language Response to Intervention (RTI) services across bilingual schools.

Speakers said removing Spanish RTI prevents English learners from receiving the foundational, home-language instruction needed to become biliterate. "Removing RTI in Spanish ensures that students who have joined us within the last couple of months from Puerto Rico, Venezuela, Nicaragua and many more are not receiving the supports they need in their home language," said Claudine Picato, a seventh- and eighth-grade home language arts teacher at Bilingual Center School 33.

The speakers framed the request as both research-based and urgent. "Academic language and vocabulary acquisition in a new language will take a minimum of five years to develop," Kara Meyer, a teacher, told the board. "Spanish RTI will provide our students with the necessary foundation for learning English, which is especially important for our students in grades K to 2 prior to reaching third grade when they will begin taking those New York State assessments."

Nut graf: Teachers and parents described a pattern in which RTI blocks intended to support struggling learners were being taught only in English, leaving Spanish-dominant students unable to access interventions. Multiple teachers asked the board to require two daily RTI blocks — one in English and one in Spanish — so bilingual students receive targeted instruction in both languages.

Teachers gave specific scheduling proposals. Joseph Deeny, an English-as-a-new-language teacher at the bilingual center, proposed keeping two RTI blocks per day but teaching one block in English and the other in Spanish, switched on a six-day rotation so students receive math and literacy support in both languages across the cycle. "This ensures that students still receive an equivalent amount of RTI time for both literacy and math as well as receiving these supports in both languages," Deeny said.

Speakers cited research and local assessment concerns. Several referenced studies and district testing timelines, noting that English-language academic measures can penalize students who have not yet developed academic English. Teachers reported that some Spanish reading materials used by the district are outdated or not research based, and several asked for authentic Spanish-language assessments and curriculum rather than translations of English programs.

Parents and community leaders stressed equity and outcomes. "Bilingual education is not a luxury. It is a lifeline," said Jose Flores, who identified himself as an educator and leader at a Puerto Rican community center in Buffalo. "Don't take this step backwards. Don't silence voices that should be amplified."

Board response and next steps: Interim Board President said the board and superintendent would review the comments and that the superintendent would follow up with staff. Several speakers said they had already met with district leaders and asked for immediate, written plans on staffing, assessments, and timelines for reinstating Spanish RTI.

Ending: Speakers asked for concrete actions rather than additional meetings. Teachers and parents requested district commitments on (1) immediate reinstatement of Spanish RTI in bilingual schools; (2) a schedule and staffing plan that ensures daily home-language interventions; and (3) adoption of Spanish-language, research-based assessments to monitor progress.