Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Multilingual Education topic
No spam. Unsubscribe anytime.
District ELAC urges immediate shift to 50/50 Spanish bilingual model; DLAC and youth leaders outline recommendations
Summary
The District English Learner Advisory Committee recommended converting Spanish dual‑language and biliteracy tracks to a 50/50 Spanish‑English model starting fall 2025 and submitted a set of supporting recommendations on literacy, ParentVUE access, family liaisons and staff hiring timelines.
The District English Learner Advisory Committee (DLAC) asked the San Francisco Board of Education to adopt a 50/50 Spanish–English dual language/biliteracy model beginning fall 2025 and presented a set of related recommendations to strengthen multilingual learner supports.
DLAC members and student leaders described community engagement efforts behind the recommendation, stressed urgency and said parents and ELACs have advocated for the change for years. DLAC leaders cited lower reclassification rates for Latinx multilingual learners and argued that a 50/50 model would better support both English proficiency and Spanish maintenance.
Nut graf: DLAC presented a package of recommendations that includes (1) the 50/50 model for Spanish immersion and biliteracy programs; (2) improved ParentVUE accessibility and two‑way communication tools; (3) expanded literacy fairs and summer reading supports; (4) family liaison staffing and clearer hiring/onboarding timelines; and (5) college and career readiness supports targeted to newcomers and long‑term English learners.
What DLAC said DLAC Chair Anna Aviles and other parent leaders said the recommendation comes after repeated site‑level advocacy and survey work. They asked the board to acknowledge the committees statutory advisory role and to act with urgency so students do not lose further ground.
Student voice DLACs youth leaders described surveys and outreach at their high schools showing strong demand for college/career workshops and translation of critical resources for immigrant families.
District response and next steps District staff provided written responses to DLAC recommendations indicating many items are feasible and outlining staff leads and timelines. Board members asked staff to return with implementation plans and to report progress to DLAC at regular intervals. Commissioners requested explicit monitoring tied to student outcome metrics.
Ending DLAC requested the board formally support the 50/50 change and related measures; the board heard the presentation and commissioners asked staff for follow‑up plans and a timeline for implementation and monitoring.
