STOP the HARM NOW

Background informa/on, context and chronology of events: For those fighting racism in the North Kitsap School District 

In November you, NK families, were asked to come up with solutions to the problems your students and you are experiencing. As a member of the Poulsbo Latino community I was invited to support my community in coming up with viable solutions. A good place to start is by understanding the laws, policies and your rights.  My role here today is to share these guiding policies and laws with you so that you can come up with viable solutions.  I am also here to support your linguistic needs as an interpreter.  I am not here representing North Kitsap or my current district, again, I am here as a community member.  As I am not a representative of any district, I cannot answer questions regarding district work.  

En noviembre se les pidió a ustedes, las familias de NK, que propongan soluciones a los problemas, y experiencias de sus estudiantes y ustedes. Como miembro de la comunidad latina de Poulsbo, fui invitada a apoyar a mi comunidad para encontrar soluciones. Un buen lugar para comenzar es comprender las leyes, las pólizas y sus derechos civiles. Estoy aquí hoy para compartir estas pólizas y leyes con ustedes para que guíen las soluciones. También estoy aquí para apoyar sus necesidades lingüísticas como intérprete. No estoy aquí representando a North Kitsap o mi distrito actual, nuevamente, estoy aquí como miembro de la comunidad. Como no soy representante de ningún distrito, no puedo responder preguntas sobre el trabajo del distrito.

Guía de pólizas para estudiantes multilingües del estado de WA (página 36):

Guía de derechos civiles del personal: los distritos escolares tienen la obligación de proporcionar el personal y los recursos necesarios para implementar de manera efectiva los modelos de Programa de Educación Transicional Bilingüe (TBIP). Esta obligación incluye tener maestros altamente calificados para brindar servicios de desarrollo del idioma inglés, maestros de contenido básico (por ejemplo, maestros de matemáticas, ciencias, ciencias sociales, etc), maestros capacitados y apoyados que brinden acceso significativo a contenido riguroso a nivel de grado, administradores capacitados en la adquisición de un segundo idioma que puedan evaluar a estos maestros y materiales adecuados y apropiados para el Programa de Educación Transicional Bilingüe.

WA State Multilingual Learner Policies and Practices Guide (page 36): "Civil Rights Staffing Guidance—School districts have an obligation to provide the personnel and resources necessary to effectively implement their chosen Transitional Bilingual Instructional Program (TBIP) models. This obligation includes having highly qualified teachers to provide English language development services, trained and supported core content teachers who provide meaningful access to rigorous, grade-level content, administrators trained in second language acquisition who can evaluate these teachers, and adequate and appropriate materials for the TBIP program."

Definiciones de Leyes:

Castañeda Para Pickard la enseñanza del desarrollo del idioma inglés debe estar diseñada para satisfacer las necesidades individuales de progreso sostenido hacia el logro del dominio del inglés en la menor cantidad de tiempo (Castañeda v. Pickard, 1981, Tribunal de Apelaciones de EE. UU.).

Castañeda Para Pickard proporciona una prueba de tres frentes para guiar a los distritos en el diseño, evaluación y mejora de su programa de desarrollo del idioma inglés para estudiantes de inglés/multilingües:

El programa diseñado debe basarse en una teoría educativa sólida y/o resultados de investigación científica de alta calidad.

El programa debe contar con el personal y los fondos suficientes.

El distrito está obligado a evaluar la eficacia de los servicios proporcionados y hacer ajustes para garantizar que los estudiantes alcancen el dominio del idioma y el éxito académico.

Definitions of Laws:

Castañeda v. Pickard English language development instruction must be designed to meet individual needs for sustained progress toward reaching English proficiency in the least amount of time (Castañeda v. Pickard, 1981, U.S. Court of Appeals).

Castañeda v. Pickard provides a three-pronged test to guide districts in designing, evaluating, and improving their English language development program for multilingual/English learners:

Program designed must be based on sound educational theory and/or high-quality research findings.

Program must be sufficiently staffed and funded.

District is obligated to evaluate the effectiveness of the services provided and make adjustments to ensure students are achieving language proficiency and academic success.

Lau Para Nichols:  Los estudiantes multilingües/de inglés elegibles deben recibir apoyos adecuados para un acceso significativo a contenido riguroso (Lau para. Nichols, 1974, Tribunal Supremo de EE. UU.). Actualizado en julio de 2022 3 Plyler v. Doe La Corte Suprema de EE. UU.

Lau v. Nichols Eligible multilingual/English learners must be provided appropriate supports for meaningful access to rigorous content (Lau v. Nichols, 1974, U.S. Supreme Court). Updated July 2022 3 Plyler v. Doe The U.S. Supreme Court ruled in

"Email #**:  English Language Learners/Access, Follow up on Town Hall, February 7, 2023

(See youtube link: https://www.youtube.com/live/PrQ1voPeb8o?feature=share) & Statement

Parent - Volunteer (#4) Statement on English Language Learner Access for child:

Title VI of the Civil Rights Act of 1964(link is external) (34 C.F.R. Part 100)

Title IV of the Civil Rights Act of 1964(link is external) (42 U.S.C. §2000c, et seq.)

Executive Order 13166

Email #** to be filed under NonDiscrimination and Civil Rights  (Discrimination can also occur when a school's policy is neutral on its face and is administered in an even handed manner but has a disparate impact—i.e., a disproportionate and unjustified effect—on students of a particular protected class.) Please follow 3210/3210P for investigation procedures, and investigate the English Language program, understand how it is currently operating, and make adjustments to comply with the law/s.

STATEMENT: Parent - Volunteer -  

Some of the things I believe could improve.

Having better communication with families in their native language.

Having an EL para at every school to provide services to students on a regular basis as part of their day. The district took that away a couple years ago and the services have not been consistent or successful.

Students would also benefit from a curriculum like the one that was being used when every school had an EL para. The curriculum worked well, and kids were exiting the program due to the increase in vocabulary and understanding of the English language.

A designated classroom would be ideal. Many EL kids use resources around them and for that reason they are always aware of what is going on around them. Working in the hall creates lots of distractions and is not a very healthy learning environment.

You are seen as being "different" or being left out because communication is a problem. I understand the frustration of the families not speaking the language and not receiving support in their native language.

I hope for the best outcome for these kids and families.

It's time they receive what they are entitled, deserve and need.

It's time for Equity.

I ask the district to immediately address the English Language program in North Kitsap Schools, and utilize the EL resources we currently have, communicate with parents on how they can support their children and the district, and engage the solutions presented."

To Whom It May Concern, 

I am writing in response to the lack of action taken by the North Kitsap School District after repeated and clear reports of racist incidents amongst the Latino students, a lack of equal and just access to Education for English Language Learners, and refusal to act to create a culture of acceptance, belonging that includes educating staff on nondiscrimination.  As a mental health therapist in the state of Illinois, our school districts would never ignore the complaints and concerns this community have brought to your board and would have already made swift and significant change and have educators in place to teach teachers, staff and administration ways they can create a safe learning environment and easy access to learning for all students.   

It is well researched and documented that student who attend schools where they do not feel safe from bullying and harassment and have no source of protection or support simply do not learn in these environments. They will often remain in a dysregulated state emotionally and their bodies will remain on high alert to protect themselves from possible attacks and harm.   A safe environment is a prerequisite for productive learning (Maslow, 1970; Piaget, 1936). If students feel unsafe at school, they may be less likely to go to school at all, or less able to focus on learning while at school. Your job as an administration is to create the kind of environment that is conducive to learning.  I am sad and angry that this has been an ongoing issue and that there is such a lack of movement to make corrections, come alongside the parents and students and to start a coordinated plan of action help create significant change. 

I am asking that you listen to those who have concerns and the ideas they are presenting to help their kids be safe and the parents have appropriate was to communicate concerns with quick responses. 

Cyndi Mesmer, LCPC

Owner & Clinical Director

The Art of Living Counseling Center

900 Pyott Road, Suite 102

Crystal Lake, IL 60014

Yourstorygroup.com