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Tahoe‑Truckee English learner parents say reimagined DLAC/ELAC meetings boosted engagement, cite gains in supports
Summary
Parents and district staff told the Tahoe‑Truckee board that changes to district and site English learner advisory committees — including childcare, dinners, Spanish resources, and summer programming — increased participation and parent‑to‑school collaboration, and officials cited measurable gains in student belonging for English learners.
Parents representing the district English Learner Advisory Committee (DELAC) and school English learner advisory committees (ELACs) presented to the Tahoe‑Truckee Unified School District board on June 11, highlighting strategies that increased participation and strengthened district‑family connections.
"We are the parents of the district English learner advisory committee, and we are here tonight to share our experiences, our celebrations, our hopes, our dreams for our English learner students," said Maria Torres, who read statements on behalf of DELAC members. Sarah Colborne, English Language Development program specialist for the district, and Barbara Kane, coordinator of translations and bilingual community services, introduced the parents and explained the bilingual presentation with live interpretation.
DELAC representatives credited a Community Engagement Initiative for tangible changes that reduced barriers: providing communal dinners and childcare at meetings, offering convenient locations, using QR codes and translated materials to increase survey responses, and simplifying volunteer clearance processes (including mobile fingerprinting during family events). Families also asked for more clarity about ELAC/DELAC purposes and for more outreach to reclassified and multilingual families so more parents and students participate.
Specific program requests and results included asking that Title III funds support certificated academic support and summer programming at Boys & Girls Clubs, and advocating for expanded English learner support during the school year. Parents described increases in school‑level follow‑up, teacher outreach, and district responsiveness.
District leaders cited data showing improvements: Superintendent Kramer told trustees that, in the district’s survey data, English learners’ sense of belonging rose 24 percentage points to 73 percent; other subgroups also showed double‑digit gains in perceived belonging. The district credited DELAC/ELAC reimagining and focused outreach for part of that progress.
"We have been working to reimagine DLAC and ELAC meetings, making them more welcoming, accessible, and empowering for all parents," Colborne said during the presentation. Parents also described a practice of opening DELAC meetings with specific celebrations and examples of impact, which they said helped sustain momentum and inform future requests.
Board members praised the engagement work. Trustee comments highlighted the shift from simply informing parents to genuinely listening and partnering with families, and several trustees said the committee’s practices are a model for increasing outreach across the district.
Next steps: DELAC/ELAC leaders asked for continued district support for translated materials, parent outreach, Title III funding prioritization, and greater student voice in advisory bodies. The board and district staff said they will bring related items back to upcoming meetings and include DELAC/ELAC input in planning for summer and next school year programs.
