We, the undersigned, urge the school district to delay the implementation of the proposed one-year ESOL (English for Speakers of Other Languages) program until a clear and comprehensive plan is developed to support all schools, including non-newcomer schools, in providing equitable and effective education for ESOL students.

While we recognize the district’s commitment to enhancing language acquisition programs and supporting English learners, we have serious concerns about the current proposal, including:

• Lack of Sufficient Planning and Resources: The transition to a one-year ESOL model requires robust infrastructure, curriculum development, teacher training, and resource allocation to ensure that students receive quality instruction without disruption.
  
  
• Impact on Non-Newcomer Schools: Many ESOL students do not enter the district as newcomers but still require ongoing language support beyond the proposed one-year timeframe. The absence of a clear plan for these students puts their academic success at risk.
  
  
• Need for Inclusive Stakeholder Input: Parents, educators, and community members must have a meaningful opportunity to participate in the planning and decision-making process to ensure that policies reflect the realities of our diverse student population.
  
  
• Potential Academic Setbacks for ESOL Students: A one-year model may not provide sufficient time for students to acquire English proficiency and meet academic benchmarks, leading to increased dropout rates and diminished long-term educational outcomes.
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We request the following actions before implementation:

• Conduct a comprehensive needs assessment to evaluate the impact on all students, particularly those in non-newcomer schools.
• Develop a phased, research-based approach that ensures long-term success for ESOL students.
• Provide targeted professional development and instructional resources for educators across all schools.
• Engage parents, teachers, and community members in a transparent decision-making process.
• Establish clear benchmarks for student success and accountability measures before rolling out the program district-wide.

By delaying implementation until these steps are taken, the district will be able to provide a more equitable and effective ESOL program that meets the needs of all students.

We strongly urge the Board of Education to prioritize a thoughtful and well-resourced approach that ensures ESOL students receive the support they need to succeed.