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District Equity Committee outlines recommendations to support English learners and special education students
Summary
Crystal Zelke presented the District Equity Committee's early findings, saying the committee ensures compliance with Senate Bill 732 and recommending peer tutoring, peer mentorship, bilingual staffing, and extra supports for English learners and students in special education.
Crystal Zelke, a member of the District Equity Committee, presented the group's early work to the Stanfield SD 61 board and described its purpose and initial recommendations. "So I'm with the District Equity Committee, which puts us in compliance with Senate Bill 7 32," Zelke said, explaining the committee's charge to address barriers for students who have been historically excluded or underserved.
Zelke summarized data the committee reviewed on demographics, English-learner enrollment, special education and students experiencing poverty and called out several actionable recommendations: a peer-tutoring program pairing high-school students with monolingual elementary students; a peer-mentorship program to promote responsible behavior and accountability; increased bilingual staffing; and greater access to extracurricular activities for students who face language or economic barriers. She also noted the committee has reviewed recent policy language and is considering supports for English learners and culturally responsive family engagement.
Board members questioned whether enough high-school peers would commit to tutoring; Zelke said a student representative on the committee indicated willingness and had identified others likely to participate. The presentation closed with a request for the board to consider the committee's recommendations as staffing and budget conversations continue.
