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Parents present bilingual DLAC/DAC needs assessment; committee asks for expanded supports for English learners
Summary
A parent‑led bilingual presentation to the Fallbrook Union Elementary School Board reported district data, service levels for English learners and Title I families, and requested more workshops, digital‑safety resources, mental‑health supports and continued fine‑arts offerings.
Parents and committee members presented the district English Learner Advisory Committee (DLAC) and District Advisory Committee (DAC) annual work and district needs assessment in a bilingual presentation to the governing board.
Lupita Salmoron (presented by the parent team) summarized the committee’s role and recommended supports for families and students, saying the committees represent parents and site administrators and provide input on state and federal programs. Presenters reported that the district serves about "1,200 English learners and 3,700 Title I eligible students," and that survey responses (32% returned) signaled needs for emotional support, academic help and extracurricular opportunities.
The presentation recommended practical steps for the governing board and district staff, including more parent workshops (digital‑safety and academic supports), expanded social-emotional and mental-health resources, short‑term extracurricular growth opportunities, and sustained fine-arts programming such as music, dance and theater. A student speaker, Axel Salmoron, and another student who identified himself as Maxis Amelon spoke in support of parent engagement and thanked the board for including families in planning.
Trustees asked about collaboration between DLAC and community–school strategies; presenters said community-school practices are leveraged across sites where community schools exist and that DLAC representation includes parent and teacher representatives plus site administrators. Superintendent Monica Hazel thanked the committee and said the district will continue to include HR and communications in upcoming orientations and work to align committee recommendations with the governance calendar.
The board did not take formal policy action during the presentation but accepted the report and heard questions that clarified how parents and the committee participate in annual review and planning.
