WORCESTER ScHOOL COMMITTEE

CANDIDATE RESPONSES

Read the responses submitted by this year’s candidates for Worcester School Committee.

Responses to questions will be posted weekly. Please check back regularly.

QUESTION 2

Worcester continues to struggle to meet the needs of English language learners and to recognize the value of proficiency in more than one language.

What steps do you think the Committee and District need to take to address this inequity?

400 word maximum submissions permitted.

*Currently serving on the school committee.

**SUSAN M. MAILMAN* | AT-LARGE**

Current leadership in our school system completely values proficiency in more than one language. This is a cultural change in our district and it’s exciting to be part of the transformation. The multi lingual audit will be completed and a report provided to school committee in December or January. Those results will assist us in our path forward, but no one is waiting for the results – systems are being put in place to meet the needs of multi-language learners. The Quadrant (Q) teams that have been put in place take a multi-disciplinary approach to support schools and multilingual educators are an important component of the team. The newly revised vision of a learner talks about an engaged community and the goal of creating effective communicators – we live in a beautiful part of the country where opportunities to thrive will be strong for multilingual graduates. One last example is the new program in K-6 for World Cultures and languages that promote better understanding and appreciation for cultural difference.

**TRACY O’CONNELL NOVICK* | AT-LARGE**

The question presents two inequities, not one.

Meeting the needs of our students who are learning English–a third of our students at any one time–is currently one of the strong focuses of the district, with the recent state results giving additional weight to the priority the School Committee and administration had already put on this matter. The audit of the Multilingual department and new leadership that has experience in multilingual learning are both steps already taken. We cannot, in good faith, continue to note with pride the number of languages spoken in WPS, and then neglect the actual needs of our students.

The value of multilingual proficiency extends to all of our students. Extending language learning into elementary, which has been extended this year through the world culture and language course now in all elementary schools for all students.
As the parent of a senior in the dual language program who has been in the program since kindergarten, I place enormous value on that program. It is crucial, however, that we not expand beyond our ability to do it well. Our consolidating and establishing appropriate oversight for the dual language program this past year is a step in that direction.

MAUREEN F. BINIENDA | AT-LARGE

The importance of being multilingual cannot be overstated. WPS work to date has illuminated the value of multilingualism, but also reveals the need for continued, strategic focus on instruction, assessment, community engagement, family partnerships, and program sustainability to support our English learners. I acknowledge the progress made and challenges ahead with the urgent, time sensitive goal of advancing equity and excellence for all students.

MCAS and the ACCESS assessments are the data sources on the progress of English learners. We need to problem solve service delivery and impactful support while mitigating mobility and time on learning for our students. We should use culturally and linguistically responsive assessments to accurately measure the progress and abilities of multilingual students and make adjustments as needed. The district should seek feedback from students, families, and educators to inform improvements in promoting multilingualism and addressing inequities.

Multilingual learners (MLs) are disproportionately below the enrollment in Advanced Placement and honors coursework. MLs may struggle with limited English proficiency, making it challenging to understand complex academic materials and engage in classroom discussions effectively in their second language. This is something I worked on while principal at South High, which was recognized as innovative by Mass Insight and was presented at national conferences. Addressing these barriers requires a multifaceted approach that includes providing targeted language support, professional development for teachers, culturally responsive teaching strategies, equitable access to resources, and a commitment to fostering an inclusive and supportive learning environment for all students, regardless of their language background.

Additional action steps include:

Increase collaboration between ESL and content-area teachers to align instruction.

Establish family liaison teams to better identify families' funds of knowledge and build bridges to schooling.

Establish clear feedback mechanisms for multilingual families to voice concerns and offer suggestions for improving family engagement practices. Ensure that feedback is acted upon.

Expand dual language programs to close the achievement gap for English learners and students from diverse backgrounds.

Regularly evaluate the effectiveness of multilingual programs and make adjustments as needed.

Addressing inequities while promoting multilingualism in schools requires a holistic and sustained effort that involves educators, administrators, families, and the community. By creating an inclusive and equitable educational environment, schools will empower multilingual students to thrive academically and contribute to a more diverse and culturally rich city.

**MOLLY O. MCCULLOUGH* | DISTRICT A**

WPS has made important strides in recognizing the value of proficiency in multiple languages by introducing a World Languages curriculum at the elementary level. This demonstrates a positive step toward addressing the needs of English language learners and promoting language diversity within our district. To further enhance these efforts and ensure equitable access to language education, the Committee and District can consider the following steps:

Sustaining and Expanding Language Programs: Continue to invest in and expand language programs at all educational levels, including middle and high schools. This will provide students with opportunities to develop proficiency in languages beyond English.

Professional Development: Provide ongoing professional development for educators to enhance their ability to support English language learners and promote multilingualism in the classroom.

Parent and Community Engagement: Actively engage with parents and the broader community to create awareness and understanding of the benefits of language proficiency. Encourage participation in language and cultural events.

Assessment and Evaluation: Regularly assess the effectiveness of language programs and their impact on student achievement and language proficiency. Use this data, along with the recently completed audit, to make informed decisions and improvements.

Celebrate Language Diversity: Celebrate the rich linguistic and cultural diversity of our students. Create an inclusive environment where students feel proud of their linguistic backgrounds and can share their cultural experiences.

By building on the foundation of the world languages and culture curriculum and taking these steps, we can continue to support English language learners and promote the value of proficiency in more than one language within our district.

Vanessa Zuleyma Alvarez | District B

Addressing the challenges in meeting the needs of English language learners (ELLs) requires a comprehensive approach. For example, the Committee and District can assess the current situation. This can be conducted by assessing the current state of ELL programs, language resources/services currently being provided and, conducting an evaluation on the current demographic composition of ELL students and level of language proficiency. Also, setting goals and priorities is one way to establish clear measurable goals and progress. Providing ongoing professional development for educators may enhance their understanding of the needs of ELL students. In addition, engaging with parents and their communities may be beneficial when creating a supportive and inclusive learning environment. The next steps would be hiring additional staff who are proficient in languages other than English and training them and current staff in culture competency. An important step would be to continue to to advocate for ELL students’ rights and needs from a local, state, and national level. This may help with ensuring that policies are inclusive to all and promote diversity.

Addressing the needs of ELL students and promoting proficiency in multiple languages is a complex, ongoing effort that requires collaboration, commitment, and a systemic approach. The Committee and District should work together with stakeholders, communities, educators, students and their families to implement these steps and continually monitor progress towards achieving equity and success for all students.

**JERMOH V. KAMARA* | DISTRICT c**

Speaking multiple languages is an asset that should very much be valued in our school system and for many years, this remains an area of growth.

As a School Committee member, this is one department that remains confusing in its program structure and what needs to be put in place to move students along equitably. I have only come to learn more on this topic from my one-on-one with Superintendent Monrrez and an ESL teacher recently.

The district aims to make major improvements to our MultiLingual Department by its current hire of a new MultiLingual Director. The outcome will result in many changes that should have been in place, including the promotion or transition of students from programs/ categories such as Interrupted Schooling, New Citizen Center, and others and to support students to test out of the ESL coursework, so as to embrace other opportunities.

The School Committee can support English teachers getting certified in ESL, so students can no longer be pulled out of services. I understand that WPS has partnerships where this is already being done or could be improved. Doing this will help students move out of their ESL coursework in a more timely fashion.

The School Committee can hold the district accountable to find better ways to support students whose language is other than Spanish and to ensure the district streamlines the process for bilingual assessments and qualified translators to evaluate students whose language is other than Spanish. Perhaps, if DOJ law does not forbid this, the district can form working relationships with ethnic-based community organizations whose language aligns with students needing these services, to provide in-person services in WPS. Lastly, as the district looks to grow and expand dual immersion programs, we ought to consider languages other than Spanish programs.

When elected for a second term, I aim to continue advocacy on this topic and to hold the distinct accountable for improving our MultiLingual Department.

ALEJANDRO GUARDIOLA, JR. | DISTRICT D

There are many multilingual immigrant and first generation students in both WPS and District D. As a first generation Mexican-American I understand the importance of ELL support. I strongly believe that we can always improve our ELL support systems to help our students from different backgrounds achieve the same outcomes as their peers. When it comes to standardized testing and other aspects of school and life, students who do not speak English as a first language can be put at a disadvantage. I appreciate how the new superintendent is prioritizing putting these students on a level playing field while simultaneously celebrating their cultures, backgrounds, and native languages.

As part of this school year’s budget, the superintendent added 10 new ELL teachers, along with dozens of new paraprofessionals that can help ELL students on a daily basis. This is a great first step and I look forward to seeing how this funding has been implemented.

NELLY MEDINA | DISTRICT E

As a member of the school committee member, I will work with the district to continuously asses the effectiveness of ELL programs and determine whether the language departments management reflects the cultural and linguistic diversity of the ELL student population and assess their responsiveness to student, parent, and educator feedback essential to guide decisionmaking and improvements so our ELL stakeholders thrive.

QUESTION 1

What do you think are the most significant strengths of the district? What are the most significant areas of concern?

QUESTION 3

If elected, what actions, specifically, would you take to address understaffing in the WPS? Please prioritize the staffing shortages you would address.

QUESTION 4

Many of our schools are housed in inadequate or antiquated buildings with infrastructure inadequate to the needs of 21st century learners. What steps would you take to begin to address this issue?