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Trustees press for clearer support for multilingual learners after student speech on equity
Summary
Trustees used the LCAP hearing and follow-up discussion to press district staff for clearer, site-level services and desegregated outcome data for multilingual learners; Rosemead student speakers framed the equity concerns.
Trustees said the student speeches and the LCAP survey results underscore pressing equity gaps for multilingual learners across the district. Several trustees asked staff for a one-page summary listing the exact services multilingual learners receive (counseling, EL counselors, sheltered instruction, translators, targeted staffing) and for descriptive site-level data.
Trustee Guzman emphasized that students often must "work twice as hard" when language becomes a barrier in content classes and asked what the district is doing to scaffold ELs across subjects. Dr. Ruiz and other staff said actions include targeted paraeducator placement, focused professional development for subject teachers, sheltered/integrated course offerings, and a district-level EL master plan in development to define program criteria and placement.
Multiple student speakers from the Rosemead speech-and-debate recognition discussed educational equity directly. Emma Tov’s speech lamented unequal starting points in education and asked the board and community to notice when conditions limit student opportunity. Trustees asked staff to return with clearer program descriptions, disaggregated performance data for multilingual learners, and a site-by-site list of funded positions and services.
