In 1615, Miguel de Cervantes Saavedra, wrote, “The proof of the pudding is in the eating.”

Pei-yu Lin wrote, on November 26, 2022, “Participant after participant stood up and spoke, most in Spanish, offering testimonies that ranged from stories of racial bullying on school buses and on campus to not getting important school notices for parents printed in Spanish.”

The district responded, “Witness interviews confirmed that the District complies with these practices. Multiple witnesses described the use of a home language survey and the manner in which needs identified are recorded in the District’s records for each student. Multiple witnesses also emphasized that LEP parent needs can be identified following enrollment, and that a parent who wishes to receive notices translated to a language other than English may specify that preference in the District’s systems, on their own or with the assistance of District staff. The EL Program Coordinators, West and Ray, both described working closely with parents (who are able to contact them directly, even when school is not in session) to ensure that their needs are identified and met. These efforts are supplemented by information readily available on the District’s web site, which recently underwent updates including immediate translation into the most commonly-spoken languages in the District (Spanish, Filipino, Tagalog, Vietnamese and Chinese). Information about “Translation and Interpreter Services” (along with other important links such as to annual notices, nondiscrimination information, access to student records and enrollment information and how to report safety concerns) is linked from the bottom of each page. The page for Translation and Interpreter Services includes contact information for the EL Coordinator for each District school.”

Link to the full report here.

On October 12th, 2023, the following data was shared from Poulsbo Middle School:

Approximately 64 percent of Hispanic Students are not succeeding to where they should be in mathematics in one of our local middle schools.

There are close links, with research backing these links, between succeeding in 8th grade mathematics, high school graduation, college enrollment and then earnings. In our solutions letter, we asked for the following practical ways to achieve these goals in partnership with our Community:

1. Equity Concern Form

Equity Concern form: English Sample

Equity Concern form: Spanish Sample

This form could be public facing for staff, students, parents and community members. It should be submitted to the equity facilitator, and have an administrator monitor submissions. Names are redacted before bringing it to the equity council, council and admin use a set protocol and equity lens tool to work towards investigation/resolution. If this is an HR or union concern, the submission will be forwarded to those departments.

(This form also notifies all im/migrants in North Kitsap School District that this school district is a welcoming district. Therefore, submission of this form is an inclusive and protected process. As complaints to the district or the administrations are submitted via the equity concern form or by any other means (email, letter, verbally, etc.) this process is protected. Therefore, threats toward im/migrants will not be tolerated. The Education Equity Council will ensure the follow up with families by school administration protects the safety of the students and families.)

*(see solution 7 for Education Equity Council)

2. EL Language Acquisition Student Supports, Curriculum

● EL students will receive language support on a regular basis, at least 4 days a week for a minimum of 20 minutes a day.

● EL students will be placed in classrooms with teachers that are trained in best practice such as EL endorsed, SIOP and/or GLAD trained.

● Staff will be monitored to ensure strategies are used during instruction, accountability that strategies are used.

● Administrators will monitor and evaluate staff.

● The district will ensure that all students have access to core content, this means

that research based practices are being used during instruction to ensure full core

content access (access means that kids understand what is being taught).

● EL staff will use language acquisition curriculum that support all four domains;

speaking, listening, reading and writing skills.

3. Ethnic/Race Community Liaisons: NKSD needs a community liaison to provide direct support to families. We know that the Suquamish and Port Gamble S’Klallam Tribes have a liaison, and we need a liaison for the following communities to provide advocacy, communicate community needs, create safety and belonging, and address depression, anxiety, and mental health: African American, AAPI, Latino/a/x, and the Indigenous liaisons.

4. The Latino community would like to see the 2, 3 and 5 year plan that is currently in place to meet the needs of both students of color and their parents. If you do not have a current plan, we would ask that the Community Liaisons speak with families, and in collaboration with the District, prioritize action items to create a 2, 3 and 5 year plan. We also ask that the equity lens tool that the district uses be created by and include the voices of marginalized communities. An all white leadership cannot make equitable decisions without gathering and elevating the voice of the communities that they are currently dismissing and harming.

5. Education Equity Council: Reinstate the Equity Council, including the 4-6 community liaisons from the district. The equity council will review the “Equity Concern Forms” from solution #1, that are presented to the council. As complaints to the district or the administrations are submitted via the equity concern form or by any other means (email, letter, verbally, etc.) this process is protected. Therefore, threats toward im/migrants will not be tolerated. The Education Equity Council will ensure the follow up with families by school administration protects the safety of the students and families.