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DMLAC parents present four recommendations to SBUSD on supporting emergent multilingual learners
Summary
The district's DMLAC executive committee presented four recommendations — clearer LP goals and monitoring, stronger newcomer onboarding for grades 4–12, secondary electives integrated with ELD, and year‑round tutoring/learning centers — and board members asked how to convert the suggestions into actionable priorities and measurable goals.
At the May 19 board meeting the districtpresented recommendations from the District Multilingual Learner Advisory Committee (DMLAC) focused on emergent multilingual learners (EMLs).
Dr. Deborah Martinez, the district director for emergent multilingual learners, introduced the committee's executive team and summarized four priorities: consistent, transparent LP goals and progress monitoring at site and district levels; more robust newcomer onboarding for grades 4–12; exploring elective opportunities at the secondary level that do not crowd out ELD requirements; and creating learning centers and tutoring programs to provide sustained academic support.
Patricia Garcia, co‑president of DMLAC, and other parent leaders outlined specific asks: a district expectation that schools raise LP scores by at least five percentage points annually toward a long‑term target, timely notice to families about LPAC (English learner) results and reclassification processes, more family engagement liaison support for newcomers, and creative co‑teaching or scheduling options so EML students can access elective‑type experiences while still meeting ELD requirements.
Board members praised the recommendations but pressed staff on how the district would prioritize and implement them. Trustee Beal asked for a clear process to determine which recommendations can be implemented over the summer, which will need budget or multi‑year plans, and how to ensure continuity as DMLAC leadership cycles change each year. Dr. Martinez and staff pointed to existing work on principalsgoals and site‑level strategies, the master plan for emergent multilingual students and proposed follow‑ups with principals and family engagement liaisons.
The Santa Barbara Teachers Association president, York Shingle, urged district investment to bring teachers and parents together to implement the recommendations and suggested the district examine successful site practices rather than starting from scratch.
Board members requested clearer timelines and metrics for measuring the recommendationsimpact. Staff said they would revisit principals' goals and report back on alignment with the DMLAC targets and potential operational steps to scale successful site practices.
The presentation closed with board thanks to DMLAC parents and staff; board members emphasized the need to translate recommendations into measurable board goals and monitoring steps in upcoming governance work.
