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The redesign was a mask off moment for the district. It feels like a direct reaction to the referendum failure.

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Is it me or does it feel like SI program is being faced out.

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Is it me or does it feel like SI program is being faced out.

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It's just kind of ironic that we are reading about guiding principles for immersion programs where it talks about there should ideally be 50% partner language speakers and 50% English speakers in a program which we don't even have now. Now these new decisions could make our percent of Spanish speakers even lower. The book also emphasizes support from leaders, etc. which it feels like we have the complete opposite and don't care about the effects on the program. 

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It's just kind of ironic that we are reading about guiding principles for immersion programs where it talks about there should ideally be 50% partner language speakers and 50% English speakers in a program which we don't even have now. Now these new decisions could make our percent of Spanish speakers even lower. The book also emphasizes support from leaders, etc. which it feels like we have the complete opposite and don't care about the effects on the program. 

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How was equity the lens for these decisions? HOW?!?

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Doesn't feel like true partnership with shared decision-making AT ALL.

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It feels as though we are being lumped together with ALL district choice programs and it is being made to sound as though eliminating transportation for all of us is fair. However, equity does NOT mean the same for all. I worry about how these changes will especially impact our Hispanic and Latinx students.

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I am nervous and uncertain about what I feel about this program's future, about the other schools closing, and the future of education in Rochester as a whole.

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District commitment to SI equates to lip service

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District commitment to SI equates to lip service

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We have been told that the district plans to continue to support the growth of the program through K-12 but the redesign feels like a rug pull at best with how severely SI families will be impacted. What comes next?

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Families of color do not have a voice or vote in this city.

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Families of color do not have a voice or vote in this city.

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Being told we have a strong program while then taking away the manner in which many of our students get to SI speaks the opposite of this

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I am concerned for the native speakers in the SI program. In my class this year and in my experience, those students are usually ones that don't have parent transport and the bussing cuts will have an adverse effect.  Polly

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I am concerned for the native speakers in the SI program. In my class this year and in my experience, those students are usually ones that don't have parent transport and the bussing cuts will have an adverse effect.  Polly

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The initial grounded feeling of a growing program providing more students with an education in Spanish has pivoted into a program that has to be more selective and provide less. That feeling of instability is shared between staff, students, and families district-wide.

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Feeling all the things. Unheard, under represented, crazy worried, sad, angry at the reaction regarding our families of color. I get it, money talks, but when we are in the business of education, it is hard to hear how the product is valued less than the profit. 

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Feeling all the things. Unheard, under represented, crazy worried, sad, angry at the reaction regarding our families of color. I get it, money talks, but when we are in the business of education, it is hard to hear how the product is valued less than the profit. 

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These proposed changes create more barriers rather than removing them. Not just for SI but all district wide enrollments.

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I feel that keeping a SI program operating has been on ongoing battle.

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I feel that keeping a SI program operating has been on ongoing battle.

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Not providing transportation for our students is inequitable. I fear the social emotional and academic impacts that our students will suffer because of this. 

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Not providing transportation for our students is inequitable. I fear the social emotional and academic impacts that our students will suffer because of this. 

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I feel like many of our district equity statements are being ignored.

We believe equity is a lens through which all decisions should be made.

We believe that communities, parents/caregivers, teachers, and community-based organizations have unique and important solutions to improving outcomes for our students and educational systems. True partnership with families and the community includes engaging them with respect, listening authentically, and having the courage to share decision-making, control and resources.

We believe that speaking a language other than English is an asset. Our educational system must celebrate and enhance this ability while providing appropriate and culturally responsive support for emerging bilingual and multilingual students and families. Students’ English development is stronger when home language maintenance is encouraged and facilitated. Community partnerships are essential in providing multicultural and multilingual language supports for students and families.

We believe we must remove barriers that prevent students from one or more historically marginalized groups from attaining high levels of academic achievement and growth. Barriers include inequitable access to gifted services and other academic programming as well as over-representation in special education and other intervention programs.

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I am nervous for the future of the program and the massive equity issue presented for families regarding transportation next year?