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Parents urge more bilingual support, tutors and in‑person special‑education services
Summary
Multiple parents and community members asked the Greenfield board for school‑based language support, trained tutors, anti‑vaping and social‑emotional programs, and more in‑person special‑education therapists, asking the board to prioritize these needs in the LCAP.
Several parents and community representatives told the Greenfield Union Elementary School District board on May 20 that the district should increase bilingual supports, on‑site tutors and in‑person special‑education therapists.
Jose Santos, a parent who said he is originally from Mexico, asked the board to place Spanish‑speaking staff at schools to help families with homework and communication. "I ask if we can have someone who speaks strictly to be at the school to help," Santos said, explaining that some families do not know how to assist with English‑language homework sent home.
Liliana de la Conte, representing a group of about 25 parents, asked the board to focus LCAP priorities on bilingual education, language learning and after‑school tutoring. She also raised concerns about vaping and requested social‑emotional programs that go beyond prevention.
Sonia Ochoa of Parents United said her kindergarten child receives therapy by Zoom and urged more in‑person therapists in special education: "We need new therapists, in person therapists ... in 2 years, he has not reached his goals yet," she said.
Another commenter asked the district to publicly explain a previously reported "$10,000,000 found" claim and to investigate a formal complaint submitted by Greenfield Municipal District teachers and staff before hiring a permanent superintendent. The commenter requested an outside attorney to review the complaint and asked the board to delay any hiring until the matter is investigated.
Speakers framed many requests as LCAP priorities and asked the district to increase staff, interpretation services, and training to better support newly enrolled students and families.
