1 50 554 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/1adbad2ca32cca0c1c2df3f92feb6083.pdf?Expires=1785369600&Signature=C1U45RFSrzJB9IieBw4unYAW4Nqq-C48qB8DR4FdweLmIYAFmMbBpnTeBiDZp-19L%7E6pauOUJ9lD-nH0O6hUo0vv76W1eY0PAMSHNLf0FnY76MY6-E%7EHp788VXNkSMlAhV1lTkQY0eL8uHRvxk8htK6DxFNJKfSXabpwWgtopzUTYKQSlT7MyuS57lm8hHhk60dR2t8D406mVJjb8pkMWvbtvWtlWBK3F8nGMAjoLhmmk2JBCcA7zqmaiAyrofjSRUYDaTFZOfYAfbVKIU-ffiLOvPx7Q6qtVxlZrnywlen9IulYZB5RRHDladTKtQGTRbJ-AOp%7E4FMkBqjWoDxing__&Key-Pair-Id=K6UGZS9ZTDSZM 4db0396483f266f15f8cb3b24eff8650 PDF Text Text This index lists the additional research materials found in the “Equal Education in Lowell Research Files, 1970-1990" collection. These items cannot be included in the digital collection due to copyright restrictions. To access these items, please contact the Center for Lowell History. Title Struggle Against Prejudice Racism marring new life for Revere Cambodians Tattered Dreams: In America, some Asians find bigotry and violence New influc of Cambodians having impact on Garfield Bun Vong Muder Author(s) Date 1983-09-07 1983-09-26 1986-03-31 Publisher Revere Reporter Daily Evening Item Boston Globe 1986-04-14 Daily Evening Item WGBH 1986-06-19 Wong, Doris Sue 1987-01-11 Ten O’Clock News Collection in the Boston TV Digital Library Boston Globe 300 march in Revere against violence toward Cambodians Vandy Phorng... accidental drowning Drowning victim’s brother: ‘In the war, he never died. Why he come here and die?’ Police: drowning the result of an ‘out of control’ scuffle Desegregation in Lowell (video) Cook, Patrick 1987-09-19 1987-09-23 Lowell Sun Lowell Sun Cook, Patrick 1987-09-24 Lowell Sun WGBH 1987-10-23 Killing and School Plan Stir Tensions in Lowell Voluntary desegregation in Lowell (video) WGBH 1987-10-25 1987-10-26 US probes race-bias allegations in Lowell Curwood, Steve 1988-01-15 Ten O’Clock News Collection in the Boston TV Digital Library New York Times Ten O’Clock News Collection in the Boston TV Digital Library Boston Globe Liscio, David Witcher, Gregory �TV special on violence against Asian-Americans EDUCATION; Broad Bilingual Aid Plan Settles Segregation Suit Legal Settlement in Bilingual Case Hailed as Model Lowell bank reaches out to the Asian community Southeast Asian Parent Empowerment: The Challenge of Changing Demographics in Lowell, Massachusetts What Happens When English Only Comes to Town? A Case Study of Lowell, Massachusetts Diesenhouse, Susan 1988-03-04 1988-12-14 Lowell Sun New York Times Gold, Deborah L. Rawson, Bob Kiang, Peter Nien-chu 1989-01-11 1989-07-10 1990 Education Week Boston Business Journal Massachusetts Association for Bilingual Education Perez-Bustillo, Camilo 1992 When Know-Nothings Speak English Only Kiang, Peter Nien-chu 1994 Lowell neighborhood groups awarded $45G state grants K-12 Education and Asian American Youth Development A dream comes true on Middlesex Street Electoral Politics and the Contexts of Empowerment, Displacement, and Diaspora for Boston’s Vietnamese and Cambodian American Communities Transnational Dimensions of Community Empowerment George Kouloheras, longtime leader for Lowell schools, dies at 97 ‘I said to myself, “Enough is enough!”: How a new Lowell city councilor began fighting anti-Asian harassment in the 80s Scott, Christopher 1999-09-08 Language Loyalties: A Source Book on the Official English Controversy (book) The State of Asian America (book) Lowell Sun Kiang, Peter Nien-chu 2002 Ward, Peter Kiang, Peter Nien-chu Tang, Shirley Suet-ling 2002-05-10 2004 circa Kiang, Peter Nien-chu Tang, Shirley Suet-ling Mills, Robert Peterson, Lauren Andrade, Kevin G. 2009 Asian American Policy Review Lowell Sun Asian American Policy Review 2011-01-24 The Transnational Politics of Asian Americans (book) Lowell Sun 2022-01-30 Boston Globe Magazine �Racial Segregation in Massachusetts Schools: Annual Report of the Racial Imbalance Advisory Council (RIAC) Council affirms desegregated schools 70 years ago, school integration was a dream many believed could actually happen. It hasn’t. ‘It’s heartbreaking’: 225,000 Mass. students attend substandard segregated schools, new report finds The new reality of racial segregation in Mass. schools 2024 Racial Imbalance Advisory Council Gilbert, Melanie Ma, Annie 2024-04-25 2024-05-15 Lowell Sun Boston Globe Vaznis, James 2024-06-10 Boston Globe Garcia, Marcela 2024-06-10 Boston Globe � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Equal Education in Lowell Research Files, 1970-1990 Date A point or period of time associated with an event in the lifecycle of the resource 1970-1990 Description An account of the resource These research files were collected while writing the paper titled <a href="https://scholarworks.umb.edu/iaas_pubs/53/">"The History Matters: Fighting for Equal Education in Lowell, Massachusetts, 1970-1990"</a>, published by the Institute for Asian American Studies at the University of Massachusetts Boston.<br /><br />The supplemental materials provided in this collection cover the story of how Southeast Asian and Latino parents in Lowell confronted the Lowell School Committee in the late 1970s and 1980s, demanding that schools be desegregated and that their children have equal education opportunities.<br /><br />Some items are restricted from online publication due to copyright law. Researchers can access these materials upon request. Creator An entity primarily responsible for making the resource Forrant, Bob Khoeun, Chandaranee Khuon, Chrisna Source A related resource from which the described resource is derived Born digital collection preserved at the Center for Lowell History. Donated by Bob Forrant in May 2025. Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). No Copyright - United States: This item is believed to be a part of the Public Domain under the laws of the United States. Language A language of the resource English Spanish Subject The topic of the resource Public schools School facilities Immigrant students Racism in education Educational equalization Education, bilingual Latin American students Hispanic American high school students South Asian American students Legal briefs Racism against Asians Veterans Public housing Gentrification Immigrants--Housing Education, bilingual School boards School integration Racism against Hispanic Americans Puerto Ricans--United States City council members Social work with immigrants Cambodian Americans Lawyers Format The file format, physical medium, or dimensions of the resource PDF m4a Type The nature or genre of the resource Text Audio Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell (Mass.) Revere (Mass.) Cambridge (Mass.) Contributor An entity responsible for making contributions to the resource Yem, Paul Ratha Perez, Camilo Kiang, Peter Higgins, Jim Gargiulo, Chales Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Index to Additional Research Materials Description An account of the resource This index lists the additional research materials found in this collection. These items cannot be included in the digital collection due to copyright restrictions. To access these items, please contact the Center for Lowell History. Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/1a1fa59586c17370fd8dcbb20d0a5255.pdf?Expires=1785369600&Signature=uupX80xqU1lRtICtGy%7EksmTbD3ejvnl%7Ef4IUBVk-9138XvBvmJuYm2D3e6w-ApYWntOZ7gt75ad7zPT0G2bBQCdbeJMmBxMNIUI98H3NhB2JVpyeziZPyR4CG0VTcgvV-72fp-xxNWOz7YY8xFuYuy-wTCEJzRodN2SEfJ-%7Ezyq1oz-nkxaKwdi%7ED6x6782BI61zTn5lFwwaeZUB--u4oIgDsS%7EJXMH1hD-CBAMdtcsovoyjYHS4OzJ4Tu6r4jvQtbQgIU8N4pGdOAZ76%7ETT3VidKDq0dA8iE4S0FINlJca10S3OSSPKHlql9n8BFwmpP7hJl2VQ3Pu%7EP7KTo3MqRw__&Key-Pair-Id=K6UGZS9ZTDSZM f93eaf3042f9fa45608416112dc42c47 PDF Text Text .. UNITED STATES DISTRICT COURT FOR THE DISTRICT OF MASSACHUSETTS LOWELL HISPANIC PARENTS ADVISORY COUNCIL, et. al., ) ) ) ) ) • Plaintiffs, vs. ) Civil Action ) No. 87-1968 H GEORGE KOULOHERAS, et. al., ) ) ) ) ________________ Defendants, NOTICE OF SETTLEMENT WHEREAS, the as a proper asqent with above-entitled class action this of all who pursuant to as a consent the are, order by this 23, been been certified F.R.C.P. students will certified in be by mutual this matter; above-described is the to Plan Public services entered into and Consent.Agreement compromise composed Lowell entitled Lau Compliance settling Court, has and has or Voluntary WHEREAS, the accepted which minority have, Rule approval; class linguistic Schools under court's WHEREAS, the action the claims requires that of this will, if class; and WHEREAS, Rule proposed class Consent in such 23 F.R.C.P. Agreement a manner NOWTHEREFORE be it be as the given Court ordered that: to directs: all notice of the members of the �1. Plaintiffs sending shall the give attached notice Notice to of the class Settlement to by the following: a. Lowell Sun, b. El Mundo, 02139 P.O. Box 1477, 20 Columbia Lowell, Street, c. Newsletter, Cambodian Association, 125 Perry Street, d. membership list, of Greater Lowell e. Lowell Hispanic f. Lowell Master MA 01853 Cambridge, Mutual Lowell, Assistance MA 01852 Laotian-American Parent Advisory Parent Advisory MA organization Council Council (Master PAC) g. Asociacion and by having English and radio stations public Spanish daily a. WCAP, 243 Central b. WGLH, P.O. Puertorriquena de Lowell service announcements respectively over for two weeks: Street, Box 1818, Lowell, Lowell, broadcast in the following MA 01852 MA 01853 �r .. .WHEREAS, the this matter fairly 1988 and addresses Plaintiffs Court and that the the that be entered as the the that it Consent matter Defendants ORDERED: finds in it the has jurisdiction Agreement Complaint properly as and between the is, Consent judgment Agreement of the court dated in November this DATED: o/j11r. over By the Court Honorable Edward Harringto Judge United States District Court matter. 3, �UNITED STATES DISTRICT COURT FOR THE DISTRICT OF MASSACHUSETTS LOWELLHISPANIC PARENTS ADVISORY COUNCIL, et. al., ) ) ) ) ) Plaintiffs, vs. ) Civil Action ) No. 87-1968 H GEORGE KOULOHERAS, et. al., ) ) ) ) Defendants, _______________ ASSENTED TO MOTION FOR DETERMINATIONOF CLASS The parties . mutually matter assent have entered the the to children been, currently pursuant to into Respectfully this case above-entitled determination Rule minority services for to pursuant linguistic who in the 23 action of F.R.C.P., in are, the or Voluntary as a consent a class composed Lowell will Lau Public be hereby 1.n this of Schools entitled Compliance all to Plan order. submitted, Plaintiffs, Camilo Perez-Bustillo META, Inc. 50 Broadway, Suite 401 Somerville, MA 02145 for Defendants, omas Sweeney City Solicitor Lowell City Hall Lowell, MA 01852 Dated: q �(Y;p- Roger META, -~-n Lt 6~I ~~ L. Rice ;i:nc. J-. Rd=-· Lawyers' Committe for Civil Rights 294 Washington Street Boston, MA 02108 Cf! avier Inc. Dated: ~I£:), ___ fUJ--,_C Colon �COALITION for a CBA· BETTERACRE EBEEEB g 741 Merrimack St., 2nd Floor, Lowell, MA 01854 January 6, 1989 Clerk of U. S. District United States District Post Office Square Boston, MA 02109 Re: Objef~~9ns tlL Lowell Plaintiffs To whom it Court Court House, 7th floor to Prooosed Settlement of Civil Action No. Hispanic Parents Advisory Council, et al .. V2_~ G~orge Kouloheras, et al., Defendants may concern: We are writing on behalf to object to the proposed of the Coalition settlement of for a Better Acre, Inc. the above-mentioned case. The Coalition for a Better Acre, Inc. ("CBA") is nonprofit development agency whose mission since included benefit Lowell's 87-1968 housing, economic and empowerment of Acre neighborhood. and cultural a tax-exempt 1982 has development low and moderate income for the residents of Since serving as the "Paddy Camp" or shanty town of Irish immigrant laborers who dug the canals of this country's first planned industrial city over 150 years ago, the Acre has been the landing ground of successive waves of immigrants and newcomers, who are preseritly Puerto Ricans, Colombians, Cambodians, Laotians and Vietnamese. The more than 500 members of the CBA also include Greek, French Canadian and Anglo residents with longer roots in the community. According to the 1980 census, the Acre's decayino tenements house some of the poorest and most densely populated census tracts in the state. Since 1982 the CBA has been responsible for the renovation and construction of 79 homes for ownership and rental by low and moderate income families. The 39-unit Acre Triangle Homeownership Project involved the reclamation of the arsonridden "Acre Triangle" by Acre residents who formed the CBA and against all odds implemented a neighborhood-based development agenda in a successful displacement battle against a Citysponsored plan to raze the entire neighborhood. Current housing development projects include a $2.7 million 12-unit mixed use project across from Lowell City Hall and the $18 million substantial renovation of the 265-unit North Canal Apartments. The CBA has been working with the tenants and developing leadership at North Canal for over 4 1/2 years; through an aggressive organizing and legal campaign the_North ... Canal Tenant Phone: 452-7523 �Council ( "NCTC") prevented foreclosure of this HUD 221 (d) ( 3) BMRI project that would have resulted in potential displacement of the majority of the more than 1,100 low and moderate income residents; the NCTC and CBA are now in the process of buying the property for S1 from HUD after the tenant-initiated suit resulted in the deed being delivered to HUD in lieu of foreclosure. Besides housing development, the CBA has addressed issues of community empowerment such as: crime and substance abuse, open space needs, street and sidewalk improvements, code enforcement, the formation of building-based cenant organizations, the successful establishment of a rent review board, voter registration, bilingual education and affirmative action hiring in the Lowell Public Schools, Hispanic cable television, the sponsoring of Hispanic theater and cultural events, and afterschool multi-cultural youth enrichment and employment programs. Over the past two years the CBA has also supported minority and women entrepreneurs through the consulting services offered by the Minority Small Business Development Project ("MSBDP"); as part of the MSBDP the Acre Family Daycare Program began in October 1988 and has trained and licensed nine Hispanic women to provide daycare in their homes for over 40 children. With funding from the Commonwealth of Massachusetts' Community Service Block Grant Program, the CBA has hired two Khmer organizing staff to begin outreach and organizing in the Acre's Southeast Asian community through the Rock Street Initiative, an attempt to follow the community-based planning model of the Acre Triangle Homeownership Project. Home visits have been made with 125 of the estimated 500 families. Issues such as housing code violations, a neighborhood park, preventing a gun shop from locating in the community have been some of the early successes. Members of the CBA annually elect the 19-member Board of Directors; a minimum of 10 Board members are Acre residents and the remainder are elected as representatives of neighborhood institutions. The CBA is a Minority Business Enterprise with members and Directors participating in the Executive Committee, Housing Committee, Finance Committee, Acre Improvements Committee, Hispanic Heritage Committee, Minority Small Business Development Project Advisory Committee and the Acre Home Daycare System Advisory Committee. Board training and leadership development are ongoing activities. The CBA has a professional organizing and development staff of 12 with 7 full-time positions; 6 are minority. �Because the CBA is an organization representing hundreds of minority families in the Acre neighborhood of Lowell, it has a responsibility to respond to the proposed Voluntary Compliance Plan. The CBA's (ll will objections A lack of specific bring equity and to the proposed settlement affirmative action improve educational hiring quality. are as follows: measures that The CBA has been advocating since January, 1988 (see attached newspaper articles) that the Lowell School Committee appoint a conmittee of community members to make recommendations regarding the development and implementation of an affirmative action hiring policy for all positions in the Lowell Public Schools. According to School Department statistics, minority students make up 42% of the 1988-1989 school population while minorities account for less than 6% of School Department employees. The vast majority of minority employees are segregated in the bilingual education programs and in clerical positions: there is only one minority principal and minority administrators, guidance and supervisory staff are almost non-existent. The CBA's position is that the Lowell School Department needs to initiate affirmative action hiring measures so that the percentage and ethnicity of minority employees of the Department reflect the percentage and ethnicity of minority students in the school population. In order the correct past discrimination and injustices, the School Department should hire qualified minority employees with specific benchmarks. For example, new positions should be filled with minority candidates at a rate equal to 1 1/2 times the percentage of minority students: in other words, 63% (1.5 x 42%) of all new employees would be minority. This hiring objective should be maintained until the percentage of minority employees of the Lowell Public Schools reflects the overall percentage of minority students. The CBA objects to Objective 5, "Overall Staffing Concerns" because the proposed settlement only says that, "The Lowell School Department is an equal opportunity employer." The Lowell School Department must also be an affirmative action employer if systemic discrimination in hiring practices is to be ameliorated. The CBA further objects to Task 5.2, which limits affirmative hiring actions among "equally qualified candidates for a professional position" to only bilingual program positions. Rather, affirmative hiring criteria be applied to ~11 QJ2_en positions throughout the School Depar tl))_~fil. must �I (2) Minority parental not be the outcome of following areas: (a) for involvement is the stated the Voluntary Compliance Lack of Minority Parent Transitional Bilingual Participation Education policy Plan in in the but the will Master PAC According to task 2.3, the majority of the members of this Master Parent Advisory Committee will not consist of minority parents. Even the "minority representatives" from the University of Lowell and Middlesex Community College will be appointed by a majority person in their respective institutions. All of the other members of the Master PAC except for "officers and elected representatives of each Sub-PAC" will most likely not be minorities and will be appointed from within the ranks of the defendants of this suit, the School Committee and School Department. The Master PAC has important responsibilities hiring process (task 4.5) and review and bilingual programs (task 5.8). What kind of minority fostered in a situation assured in the Master (b) Lack Selection parental where PAC? of Minority Parent Advisory Committee participation only minimal Participation in both the evaluation of is being representation in the is Personnel In coordination with the Deputy Superintendent for Personnel, the Personnel Selection Advisory Committee ("PSAC") is responsible for outreach, interviewing and making recommendations for personnel hiring to the School Committee for all positions in the Lowell Public Schools. The PSAC, however, has no current minority representation: "The Personnel Selection Advisory Committee shall continue to consist of two teachers, two administrators, two parents, two experts from outside the school system, and one community representative." All of the above are appointed by the School Committee. Under the proposed Voluntary Compliance Plan, hiring of bilingual program administrators will come under the perview of the PSAC with the additional participation on the Committee of "at least two parent representatives named by the Master Parents Advisory Council"(Task 4.5; p. 12). The CBA objects to the authority given by the School System to the PSAC and the Master PAC in all matters of hiring and recruitment because (1) there are no current or institutionalized minority members or minority parents on the PSAC and (2) the Master PAC is majority-controlled. Because of the institutionalized make-up that virtually precludes significant minority parent participation in these two committees, a new recruitment and hiring committee must �replace a system that does not and minority parent participation foster in significant the hiring minority process. Without meaningful minority and minority parent participation in the recruitment and hiring process, will equal opportunity and affirmative action hiring objectives be accomplished? how The CBA believes that all of the objections mentioned above must be addressed in an amended Compliance Plan before so that the discrimination suffered by the class of plaintiffs of this case will be corrected. Sin~erelyr,. 1 r 1t7~ Arlene Dias Co-Chair Charles Co-Chair Gargiulo �COALITION for a CBA· BETTERACRE EBEEEB g 741 Merrimack St., 2nd Floor, Lowell, MA 01854 January 6. 1989 Clerk of U. S. District United States District Post Office Square Boston, MA 02109 Court Court House, 7th floor Obje9t~9n_~ to Proposed .§_ettlement of Civil Action No. tl L Low~)l Hispan_ic Parents Advisory Council, et al., Pla~n_1;j_tf~ y~ G_eorge Kouloheras, et al., Defendants To whom it 87-1968 may concern: We are writing on behalf to object to the proposed of the Coalition settlement of for the a Better Acre, Inc. above-mentioned case. The Coalition for a Better Acre, Inc. ("CBA") is a tax-exempt nonprofit development aqency whose mission since 1982 has included housing, economic and cultural development for the benefit and empowerment of low and moderate income residents Lowell's Acre neighborhood. of Since serving as the "Paddy Camp" or shanty town of Irish immigrant laborers who dug the canals of this country's first planned industrial city over 150 years ago, the Acre has been the landing ground of successive waves of immigrants and newcomers, who are presently Puerto Ricans, Colombians, Cambodians, Laotians and Vietnamese. The more than 500 members of the CBA also include Greek, French Canadian and Anglo residents with longer roots in the community. According to the 1980 census, the Acre's decaying tenements house some of the poorest and most densely populated census tracts in the state. Since 1982 the CBA has been responsible for the renovation and construction of 79 homes for ownership and rental by low and moderate income families. The 39-unit Acre Triangle Homeownership Project involved the reclamation of the arsonridden "Acre Triangle" by Acre residents who formed the CBA and against all odds implemented a neighborhood-based development agenda in a successful displacement battle against a Citysponsored plan to raze the entire neighborhood. Current housing development projects include a $2.7 million 12-unit mixed use project across from Lowell City Hall and the $18 million substantial renovation of the 265-unit North Canal Apartments. The CBA has been working with the tenants and developing leadership at North Canal for over 4 1/2 years; through an aggressive organizing and legal campaign the North ... Canal Tenant Phone: 452-7523 �J ' Council ("NCTC") prevented foreclosure of this HUD 221 (d) (3) BMRI project that would have resulted in potential displacement of the ~ajority of the more than 1,100 low and moderate income residents; the NCTC and CBA are now in the process of buying the property for $1 from HUD after the tenant-initiated suit resulted in the deed being delivered to HUD in lieu of foreclosure. Sesides housinq development, the CBA has addressed issues of community empowerment such as: crime and substance abuse, open space needs, street and sidewalk improvements, code enforcement, the formation of building-based tenant organizations, the successful establishment of a rent review board, voter registration, bilingual education and affirmative action hiring in the Lowell Public Schools, Hispanic cable television, the sponsoring of Hispanic theater and cultural events, and afterschool multi-cultural youth enrichment and employment programs. Over the past two years the CBA has also supported minority and women entrepreneurs through the consulting services offered by the Minority Small Business Development Project ("MSBDP"); as part of the MSBDP the Acre Family Daycare Program began in October 1988 and has trained and licensed nine Hispanic women to provide daycare in their homes for over 40 children. With funding from the Commonwealth of Massachusetts' Community Service Block Grant Program, the CBA has hired two Khmer organizing staff to begin outreach and organizing in the Acre's Southeast Asian community through the Rock Street Initiative, an attempt to follow the community-based planning model of the Acre Triangle Homeownership Project. Home visits have been made with 125 of the estimated 500 families. Issues such as housing code violations, a neighborhood park, preventing a gun shop from locating in the community have been some of the early successes. Members of the CBA annually elect the 19-member Board of Directors; a minimum of 10 Board members are Acre residents and the remainder are elected as representatives of neighborhood institutions. The CBA is a Minority Business Enterprise with members and Directors participating in the Executive Committee, Housing Committee, Finance Committee, Acre Improvements Committee, Hispanic Heritage Committee, Minority Small Business Development Project Advisory Committee and the Acre Home Daycare System Advisory Committee. Board training and leadership development are ongoing activities. The CBA has a professional organizing and development staff of 12 with 7 full-time positions; 6 are minority. �' Because the CBA is an organization representing hundreds of ~inority families in the Acre neighborhood of Lowell, it has a responsibility to respond to the proposed Voluntary Compliance ?lan. The CBA's Ill will objections A lack of specific bring equity and to the proposed settlement affirmative action improve educational hiring quality. are as follows: measures that The CBA has been advocating since January, 1988 (see attached newspaper articles) that the Lowell School Committee appoint a co~mittee of community members to make recommendations regarding the development and implementation of an affirmative action hiring policy for all positions in the Lowell Public Schools. According to School Department statistics, minority students make up 42% of the 1988-1989 school population while minorities account for less than 6% of School Department employees. The vast majority of minority employees are segregated in the bilingual education programs and in clerical positions; there is only one minority principal and minority administrators, guidance and supervisory staff are almost non-existent. The CBA's position is that the Lowell School Department needs to initiate affirmative action hiring measures so that the percentage and ethnicity of minority employees of the Department reflect the percentage and ethnicity of minority students in the school population. In order the correct past discrimination and injustices, the School Department should hire qualified minority employees with specific benchmarks. For example, new positions should be filled with minority candidates at a rate equal to 1 1/2 times the percentage of minority students; in other words, 63% (1.5 Y 42%) of all new employees would be minority. This hiring objective should be maintained until the percentage of minority employees of the Lowell Public Schools reflects the overall percentage of minority students. The CBA objects to Objective 5, ''Overall Staffing Concerns'' because the proposed settlement only says that, "The Lowell School Department is an equal opportunity employer." The Lowell School Department must also be an affirmative action employer if systemic discrimination in hiring practices is to be ameliorated. The CBA further objects to Task 5.2, which limits affirmative hiring actions among "equally qualified candidates for a professional position" to only bilingual program positions. Rather, affirmative hiring criteria be applied to ~ll 9.2..~n positions throughout the School Department. must �I (2) Minority parental not be the outcome of following areas: (al for involvement is the stated the Voluntary Compliance Lack of Minority Parent Transitional Bilingual Participation Education policy Plan in in the but the will Master PAC According to task 2.3, the majority of the members of this Master Parent Advisory Committee will not consist of minority par en ts. Even the "minority represen ta ti ves" from the University of Lowell and Middlesex Community College will be appointed by a majority person in their respective institutions. All of the other members of the Master PAC except for "officers and elected representatives of each Sub-PAC" will most likely not be minorities and will be appointed from within the ranks of the defendants of this suit, the School Committee and School Department. The Master PAC has important responsibilities in both the hiring process (task 4.5) and review and evaluation of bilingual programs (task 5.8). What kind of minority fostered in a situation assured in the Master (bl Lack Selection parental where PAC? of Minority Parent Advisory Committee participation only minimal Participation is being representation in the is Personnel In coordination with the Deputy Superintendent for Personnel, the Personnel Selection Advisory Committee ("PSAC") is responsible for outreach, interviewing and making recommendations for personnel hiring to the School Committee for all positions in the Lowell Public Schools. The PSAC, however, has no current minority representation: "The Personnel Selection Advisory Committee shall continue to consist of two teachers, two administrators, two parents, two experts from outside the school system, and one community representative." All of the above are appointed by the School Committee. Under the proposed Voluntary Compliance Plan, hiring of bilingual program administrators will come under the perview of the PSAC with the additional participation on the Committee of "at least two parent representatives named by the Master Parents Advisory Council"(Task 4.5; p. 12). The CBA objects to the authority given by the School System to the PSAC and the Master PAC in all matters of hiring and recruitment because (1) there are no current or institutionalized minority members or minority parents on the PSAC and (2) the Master PAC is majority-controlled. Because of the institutionalized make-up that virtually precludes significant minority parent participation in these two committees, a new recruitment and hiring committee must �• replace a system that does not and minority parent participation foster in significant the hiring minority process. Without meaningful minority and minority parent participation in the recruitment and hiring process, will equal opportunity and affirmative action hiring objectives be accomplished? how The CBA believes that all of the objections mentioned above must be addressed in an amended Compliance Plan before so that the discrimination suffered by the class of plaintiffs of this case will be corrected. Sincerely C. r ~]Ci-~ Aflene Dias Co-Chair Charles Co-Chair Gargiulo �r CBA ■ COA,.ITION for a EBEllEB BETTERACRE g 741 Merrimack St., 2nd Floor, Lowell, MA 01854 ~');)_ - 7-r'~, January 6, Objections !L_ Lowell Plaintiffs To whom it lffl 1989 Clerk of U. S. District United States District Post Office Square Boston, MA 02109 Re: mmm 8 Court Court House, 7th floor to Proposed Settlement of Civil Action No. Hispanic Parents Advisory Council, et al., vs. George Kouloheras, et al., Defendants 87-1968 may concern: We are writing on behalf to object to the proposed of the Coalition settlement of for a Better Acre, Inc. the above-mentioned case. The Coalition for a Better Acre, Inc. ("CBA") is a tax-exempt nonprofit development agency whose mission since 1982 has included housing, economic and cultural development for the benefit and empowerment of low and moderate income residents Lowell's Acre neighborhood. of Since serving as the "Paddy Camp" or shanty town of Irish immigrant laborers who dug the canals of this country's first planned industrial city over 150 years ago, the Acre has been the landing ground of successive waves of immigrants and newcomers, who are presently Puerto Ricans, Colombians, Cambodians, Laotians and Vietnamese. The more than 500 members of the CBA also include Greek, French Canadian and Anglo residents with longer roots in the community. According to ·the 1980 census, the Acre's decaying tenements house some of the poorest and most densely populated census tracts in the state. Since 1982 the CBA has been responsible for the renovation and construction of 79 homes for ownership and rental by low and moderate income families. The 39-unit Acre Triangle Homeownership Project involved the reclamation of the arsonridden "Acre Triangle" by Acre residents who formed the CBA and against all odds implemented a neighborhood-based development agenda in a successful displacement battle against a Citysponsored plan to raze the entire neighborhood. Current housing development projects include a $2.7 million 12-unit mixed use project across from Lowell City Hall and the $18 million substantial renovation of the 265-unit North Canal Apartments. The CBA has been working with the tenants and developing leadership at North Canal for over 4 1/2 years; through an aggressive organizing and legal campaign the_North ' .. Canal Tenant Phone: 452-7523 \ �Council ("NCTC") prevented foreclosure of this HUD 221 (d) (3) BMRI project that would have resulted in potential displacement of the majority of the more than 1,100 low and moderate income residents; the NCTC and CBA are now in the process of buying the property for $1 from HUD after the tenant-initiated suit resulted in the deed being delivered to HUD in lieu of foreclosure. Besides housing development, the CBA has addressed issues of community empowerment such as: crime and substance abuse, open space needs, street and sidewalk improvements, code enforcement, the formation of building-based tenant organizations, the successful establishment of a rent review board, voter registration, bilingual education and affirmative action hiring in the Lowell Public Schools, Hispanic cable television, the sponsoring of Hispanic theater and cultural events, and afterschool multi-cultural youth enrichment and employment programs. Over the past two years the CBA has also supported minority and women entrepreneurs through the consulting services offered by the Minority Small Business Development Project ("MSBDP"); as part of the MSBDP the Acre Family Daycare Program began in October 1988 and has trained and licensed nine Hispanic women to provide daycare in their homes for over 40 children. With funding from the Commonwealth of Massachusetts' Community Service Block Grant Program, the CBA has hired two Khmer organizing staff to begin outreach and organizing in the Acre's Southeast Asian community through the Rock Street Initiative, an attempt to follow the community-based planning model of the Acre Triangle Homeownership Project. Home visits have been made with 125 of the estimated 500 families. Issues such as housing code violations, a neighborhood park, preventing a gun shop from locating in the community have been some of the early successes. Members of the CBA annually elect the 19-member Board of Directors; a minimum of 10 Board members are Acre residents and the remainder are elected as representatives of neighborhood institutions. The CBA is a Minority Business Enterprise with members and Directors participating in the Executive Committee, Housing Committee, Finance Committee, Acre Improvements Committee, Hispanic Heritage Committee, Minority Small Business Development Project Advisory Committee and the Acre Home Daycare System Advisory Committee. Board training and leadership development are ongoing activities. The CBA has a professional organizing and development staff of 12 with 7 full-time positions; 6 are minority. �Because the CBA is an organization representing hundreds of minority families in the Acre neighborhood of Lowell, it has a responsibility to respond to the proposed Voluntary Compliance Plan. The CBA's (1) will objections A lack of specific bring equity and to the proposed settlement affirmative action improve educational hiring quality. are as follows: measures that The CBA has been advocating since January, 1988 (see attached newspaper articles) that the Lowell School Committee appoint a committee of community members to make recommendations regarding the development and implementation of an affirmative action hiring policy for all positions in the Lowell Public Schools. According to School Department statistics, minority students make up 42% of the 1988-1989 school population while minorities account for less than 6% of School Department employees. The vast majority of minority employees are segregated in the bilingual education programs and in clerical positions; there is only one minority principal and minority administrators, guidance and supervisory staff are almost non-existent. The CBA's position is that the Lowell School Department needs to initiate affirmative action hiring measures so that the percentage and ethnicity of minority employees of the Department reflect the percentage and ethnicity of minority students in the school population. In order the correct past discrimination and injustices, the School Department should hire qualified minority employees with specific benchmarks. For example, new positions should be filled with minority candidates at a rate equal to 1 1/2 times the percentage of minority students; in other words, 63% (1.5 x 42%) of all new employees would be minority. This hiring objective should be maintained until the percentage of minority employees of the Lowell Public Schools reflects the overall percentage of minority students. The CBA objects to Objective 5, "Overall Staffing Concerns" because the proposed settlement only says that, "The Lowell School Department is an equal opportunity employer." The Lowell School Department must also be an affirmative action employer if systemic discrimination in hiring practices is to be ameliorated. The CBA further objects to Task 5.2, which limits affirmative hiring actions among "equally qualified candidates for a professional position" to only bilingual program positions. Rather, affirmative hiring criteria be applied to all open positions throughout the School Department. must �(2) Minority parental not be the outcome of following areas: (a) for involvement is the stated the Voluntary Compliance Lack of Minority Parent Transitional Bilingual Participation Education policy Plan in in the but the will Master PAC According to task 2.3, the majority of the members of this Master Parent Advisory Committee will not consist of minority parents. Even the "minority representatives" from the University of Lowell and Middlesex Community College will be appointed by a majority person in their respective institutions. All of the other members of the Master PAC except for "officers and elected representatives of each Sub-PAC" will most likely not be minorities and will be appointed from within the ranks of the defendants of this suit, the School Committee and School Department. The Master PAC has important responsibilities hiring process (task 4.5) and review and bilingual programs (task 5.8). What kind of minority fostered in a situation assured in the Master (b) Lack Selection parental where PAC? of Minority Parent Advisory Committee participation only minimal Participation in both the evaluation of is being representation in the is Personnel In coordination with the Deputy Superintendent for Personnel, the Personnel Selection Advisory Committee ("PSAC") is responsible for outreach, interviewing and making recommendations for personnel hiring to the School Committee for all positions in the Lowell Public Schools. The PSAC, however, has no current minority representation: "The Personnel Selection Advisory Committee shall continue to consist of two teachers, two administrators, two parents, two experts from outside the school system, and one community representative." All of the above are appointed by the School Committee. Under the proposed Voluntary Compliance Plan, hiring of bilingual program administrators will come under the perview of the PSAC with the additional participation on the Committee of "at least two parent representatives named by the Master Parents Advisory Council"(Task 4.5; p. 12). The CBA objects to the authority given by the School System to the PSAC and the Master PAC in all matters of hiring and recruitment because (1) there are no current or institutionalized minority members or minority parents on the PSAC and (2) the Master PAC is majority-controlled. Because of the institutionalized make-up that virtually precludes significant minority parent participation in these two committees, a new recruitment and hiring committee must �replace a system that does not and minority parent participation foster in significant the hiring minority process. Without meaningful minority and minority parent participation in the recruitment and hiring process, will equal opportunity and affirmative action hiring objectives be accomplished? how The CBA believes that all of the objections mentioned above must be addressed in an amended Compliance Plan before so that the discrimination suffered by the class of plaintiffs of this case will be corrected. ~<fJYQ-0 Ailene Dias Co-Chair Charles Co-Chair Gargiulo �CBA • CO&ITJON for ·a EB EBEB BETTERACRE 741 Merrimack St., 2nd Floor, Lowell, MA 01854 / 23, February 1989 Clerk of U. S. District United States District Post Office Square Boston, MA 02109 Re: Objections !:L.. Lowell Plaintiffs To whom it Compliance the Court to make three for a Better Acre, Inc. case: withdraws Plan January that 6, were stated (3) The CBA urges that order of the Court. Voluntary Gargiulo to the of the Voluntary in a letter the goals of the to the Court, Voluntary Compliance Plan ~g~ Arlene Dias Co-Chair ... Phone: 452-7523 on behalf regard to 1989. the ~~~ st~tements ("CBA") in objections The CBA fully supports Compliance Agreement. Signed, 87-1968 • (2) Charles Co-Chair Floor to Proposed Settlement of Civil Action No. Hispanic Parents Advisory Council, et al., vs. George Kouloheras, et al., Defendants The CBA hereby dated 7th may concern: We are writing the Coalition above-mentioned (1) Court Court House, become an �LEGAL HOTICE LEGAL NOTICli LEGJ\L ..:OTICE Ll:GA.L tlOTICE UNlliDSTATES DISTIIICT COURT CORTE LEDISTRITO DE~iADOS UNIDOS DISiRITO DfMASSACHusms r-oRrAE /187-1%8H DISTIIICT OFMASSACHUSElTS CONCILIO OE ASESOR PADRES DE LOWELL. y CIVIL ACTION OTROS. Ocmencante~ vs. GEORGE KOULOHERAS.y No. 87-1968 H OTAOS. Oemandatlos. LOWELLHISPANICPARENTSADVISORYCOUNCIL,et AVISO DE PROPUESTA DE TRANSACCiON DE al.. Plaintiffs vs. GEORGE KOULOHEAAS. e! al.. ACCION DE CLASE. Defendants. ATENCION:minorlas linguistica, da Lo,.ell: NOTICE OF PROPOSED SETTLCMENTOF CLASS En 1987 padres Hispanos. Camboyanos y Laoslanos. ACTION. estudiantes }' c,ganiza.ciones en Lowell ,edicdron_una ATTENTION:ttnguisflc mlno11tyrcsideots of Lowell. domanda en la CO<!e cle Distnto de Es:adcs Un•dos, In 1987 Hispanic. Cambc,,d:anand Laotien porents. alegamJo que !cs estudiantes pcrtenecfcntcs a mtnorias students an<l organizations in L0'.'1CII tilo-da !awst.i:tin the linguisticas estaban s·enc:oscgrcg3dos y a!endi?os do United Slates District Courf. charging that linguislic foima map,opiada. per et s1stemadeescuclas pub'icasde m!norily students were Oeing segr~oatecl and served Lowell. Un.a propuesta do trnnsaccion do es1e coro. t\a inappropriately by the Lov,ellPu~hc Sch0<,➔s A proposed sido nprobada recion!cmente pot las p.lrtes y ~.a s,do sett em i\t ot that case has rccc:'\tly ~en app:ovcQ by 1 10 radicnda en la co!le. panies and filed with 1heCourt. . ta pr(lpuc~!a tr~nseccion c~bte una c:i:~p':a.1amade The proposed settlement co,.•Ns a \·,ide uinge of to;~,cs. • temas lncluyelldo. . including: (1) ld_entlficaci.on de _tod?s. los eslud,enlc_s 1. ide:-11,tylng a'l t'.ngJisticrninoHystudents wl:ose'native pcrtonec1er.tes o mmo,las hn9J1sticas CJYP lcr.gua,c 1anguaoois nc1Engrsh: nativo no cs cl Ingles. 2. Pfocedures to cl'.•aluate the llucr.~~ of lin{)uist;c (2) P10ccdtmlen!ospara evalvar i:1pro!:_cie~I~ ~e lo5 miro··:y cMdrcn in E1~g!l:c:~ and lh Jr mo!lw: to.~g~1c. ~'"'Id c:t1.1d•antespe1:1cnoc'cnic~a 01n::ri3S l,r.3u1~ca_.:.en the:; ac;;dem:c prog·,.ss, Ingles y en S.\Jidiotr,a nz:i1:oy C.·Jprog, . 1 ccade n co 3 Hiring of blli:1gual teaching COlmseling ~nd (3) Contra•aclon Ce rr.:aestros consc; ;ios y persona! admlnbtrativo st;itf; • adrr.!nis!raiivo. 4. Rcmed10I secvicns 10 lir~Jist'c m1n~r.ly sludr,L,. (4) Servicios wsrcdihlcs a 6:,,:uc'i.:1J";t~s. p!'ri:u:'.\.:Cic,1tts a ir,c-iuding drO;X)l,1:s.Y,t.o wer1; net ad..::quat,_.:y se:v~d \-,;'f m·~o•iaslirg,1lsticasin:lu;- ·;r1dndc:.erto'!.Sescol:i·.,~. leis tr,e Lowell Public Schools: cuJJ.les no fucron 3::J,:,cua::.i, :r:.cn:,.tcr,i~o po: e'· s~cma 5. The r~gh:.:):f".13r1n1s lo pari.lcipa!c in ti,'- r:1nn·rg and d~ c-scuoln::.pvblicas de l011el'. cvctuation ot tt'!oirchild's ncad~-n:c r,rc-pr,:w. (5) (;I dcrecho de lo. padrc.s a part;,c:p:"lt. er la A con>·of the cnf?reseU!c1,,nt p.roporJ' can be roec al pl:1ti:ficac·cny cw•lu.l-:lon d~! pro~rnn:a acaj rco de the Lo.,.,1'!ruh 11cSc.hools s~s hijos 11the p,op-,ced st!llomcnl is app1ovedl;y n·c Cowl the A\'1S0 OE VISTA REL,,CIONA Lf. ?, OPLES'A Co.. ~ y.':1cr:~erit as a 10·~1 odu. OElAAN~ACCION Y ?iiOCi:D!~IFNTO PAR.\ 05Ji:.TAR If you t,3-.reno objcct1.ons.ycJ :iced ;21t:.n 1';) ac_ti~n.If. 1 LA PROFuESTADE TR/".l~SACCION. hov,•('vcr.you Otl;ccl to lhJ propo$CdSNt1~:"1i~~1!, W:i1·:;,-i ycu Unav _td seia ilc<1a::!a acaoo c':lcl."'e-,ervc~ iS;S9r.',H hav~ the :~ht 10 do. you s1l0Uld fo!'cw 11 13p:ocr~o..rr 1 S.30A.M, anto la coned~ Oistr1iQCJ ~-~at.rzch .1sc1:s,rr: la describ<'d bcio,·:: iede c!e ta co;te <1eEs:a:1's u.;do-s en c! P~s~0 1ftce NO-ICE OF HE/\RING REGAROl'sG Pf.O"o,;.rn Square, Bo!:ton. "11 :tS;S'!churn:'.s,tn cv,r, oc,::ion 1,;s:cd SEHLn,:~NT Ai':D PROCEC'',rn,FOR 03JECTING TO pod~a C:Oli,µ8fCCCt )I cb;etRt la ;,·1.ovu~~,3 de lr,.r.S,J...: c;; ThE PRO"OS-D SEnLEM£,;T y, on gere;;1I, scr esct.:chedc con rclac:cn a dicha A hc:irl: g v,:!!tie he'd on .J: nuary 9, 1989, t' 9.~o J, M 1 lransaccion befo•e 1r,c United St.:a.asO:r.trict Cc..irl f~r tt .-;.Dist~.:: 0 Si w-tcd desea oOietar la pro;,ucstil d~ transa.-:cioo, Mil.ssachuseus.United S!:l'.OsCourt J-k,u~r.Pozt o:.:c usted t\cno qu.J cadic8s si..1cb, ,~;en,f'°' escfilo. !~Jr.loa Squ:.irc, Bosto.1,M,1s~at:huse1h:, a: \•,11:ctit'm~ yOJ n:,:1}'. cua1quier olro documenlO q;,;::;usud crcsc• prosen:ar appear and objccl i, ,~e p·oposcd s· 11:.mcn!c, o!hers•dc reladonado con la transacci-on.a la sigu!onlc direccion: be heard rtspccting it Clerk o! the U. S. o:::uic! Court 7th F,oor Bli'jt~i. ►,'A If )OU•,/th to o!)jcct lhJ prOj)OS~dse !lern.,r.t,)'Ctl f;"\W,;.l . 02109. f !oyoi,.;1cb;ec!lori, in v:ritlng, k.'Q"n,.;:rv,·~ or/ n.::da'f ot~o~ Eno en!cz de! d•:1!) de enoro ~e 1989.Ni 1gunm:e:i,tiro popet$yv.; ,nay wish to prei~rn~1..1' :;\ t◊ tt,13: s\,,;:!crn-::"!. df:'I la clese que dc~eo obJetar la ttaf\s1cc!on, SN?. with 1 e$chuchedo ,.n la vir,'a e ne:.-ars!"' a c3hoel9 de ~r.cro do C!c.·kof ihi! U.S. O,st:ict CoJtl. 7th Ftoo·, Boston, t, ,., \SS9 y ningur. docufr.cntc somc::,do por cu~iq\,<e, 02109 f rn1of'l'!btodo la clase ~tra rec·::-.-d?o considorodo PO' la On or before Janua:y 9, 1993. No rr.embc.:•oi 1heci:1::s . corto. oxc,:pto si la corto as.i!o ch:cdi lue-10dt: h::it;c:scle who d£:sircsto ob;ec; lo the scWer'llt?ntwiil b:. hc:ird at tho • mo<:Hadocause para el'o. a mcnc.:. que la persona qut hearing on JanJary 9, 1989 :!n~ no papdrs s.;h<nil~<:d b;o• • dcsca ser eschchada cont< c~ola Cor.e C.:cD,s:rl:o c!e ia any mc:-r~erof the c:n$swi1I bo r,'c<:ivodor cc .~·d_c.r~d by ; fcrniu :mies de:;:eri13,en o antc:.sde! 6 de c0cro d<J.1989. the Court, oXcept 31;tho Court mewothor,1/!(? d:re-clfer 7 Si ustcd en~iendo que c: rem::dro prov;sto bJjOS &os cause shovm, un!e$S l~a po·sr:n cit.:S ti.\g to be ht..ird tcrm!nosdo la prcpuesta do u-ansac!':1_on cs in&decu1dv 'l con:~::ts th.! U s. District Cv:.Jr..a<i~~t fo1h a~o. on er quc 1il)Jl~ dcrecho a un ,emcdio eC1cionat o dilt?tc-r.:e, before. d:!beta ~s·i, d:cat:o s: ...:--:,.~r.o E::./4at..:nac.:·t:. inC•,:a•'IJu U yN b,;;lir,vethat tho :e ,\.f pro..,.idedfor ).J~J vnd•.:. th,:su lnlencion de opone:to al r,ropuosto decrcto d• terms ol the proposed settlc:n, 1t 1slr:a~!•JqtJntcond you 1ran~acctonrechado por cJ C{'lm.:oen o antor de! 9 de deem you·sl':I cntitl<:d to ood1tionalor d1Ucrenttel··' )'?J on-'iro di3 1989. M prcsum:,a q-.1eus!ed es:adu acuerd::> must objecl i:--,ihis niauo: to th? propo~e:dzc:::emc.ntIf ;·ou con la propoer.1a trnnsaccion y cot tra impcdido por 'do 1l0lsend a lelt~r indicating your int~~n:lon tooppo:t:>tne slcmprc c!e lnst.:1.r una accion leg,1!contra la clu1ad de propofcd Cor,s~o! Dccr,_t poztr11a, kt:d on o: bi,f-.:::rc Lowu!I y SJS(.'l!;Cualas p~l;!lv1~, quo !.uri~'\ d ? pit::ser.t~ JnnuJ.r/ 9. 1S&Sycv \'•i'! be p:o'.'iu..-:cc.! to C.:Jh;:? y,Jh t: ~ coso bajc. la cori~:durac.ioI d~ ta Cone. po~ a,:tcz y ptoposed srat:3:oont N1d you .,.,;nho: fore>1tr!Jar.ed I:~ omis!o,1esor. .midos antes d:-15 de:Iaom.to c!a 1907. SJ b:im;:no anyfu•ther cia1m ?.; .:iin:.t:.iclityot I (fi.'t!l~ .,11,•1 prosum<raiguz.:n"c•,tc:-1ueus.:t~ c~t~ Ce.nc•Jcr<io_con Pub'ic Schco!s a:is·ro o.r: of t'.1epr~!,"f':1c,?s-ob.;;;!o·etr:c propuo~tado tm"\r, cc,on yo-;' Jt.l 1m,,cd:dore~ :;;011I .c Courl for eclz or orr.is~ionsto r1ct:--c~Jr:•·gbttlorcAuou·l de insta: n:ng·.maotra t.ccio1 legal COfllrala ci11d1?d <!lJ 5, 1937 you w;:J b!l pr-:-$um;.,d :(1 n~r"- ,. th !~ep'~p,.~:.cd LOWl?liy mr;; cseuolas pub:,'-:to qu9 s:rjan d.e.'p:ec""'ntc so1t!er1\cnt and yo•Jvtil!be forovcr bu,,1,.,. horn r.r.np1r.ga"ly caso nn!c la considerncion d;; If. C'101tcpm ocl•JS y further clnim ('.fl'llnst tho C·ty o! Lo•,••-~•! r-.nd ita r-'~": c om!:;i0r1e~ocu:r:da.santes do Agosto S. 1967. Schoolsr.r"singout of II it~ p,('S! nt c;1-:.o b.i:k,r-:-th~ Co..ir.ht s.11 propuc,>to, do transaccionc • aprobac!npor la Corte. ac1so: omiss·ons to act occur"ng btfor.• Au:,l1.:.t5-.19Ei7. la.Co11cta corwcrtlra en u:-iaorde ·1 iu-101;1!. Dec. 28.31. J~n. 1.:' 4.5.6. Si vstcd no tieno ot;:('li ·,;es. r,o n.;us·la !!ova·Ecdoo alguna Si, sin ombargo. u!:tt•d obJcta !a p:opti~ ..!:i trans~~clc-n. a lo cu~! t!ono d .:rt"•cl10. c!t:llo srou,r cl co:s t !:, �• ·WEDNESDAY, NOVEMBER 23,1988 THESUN EDITORIAL ; ANOTHERVIEWPOINT ,. . Minorityrole.keyin superintendent search By CHARLES GARGIULO and ARLENE DIAS LOWELL - We are writing on behalf of the Board of Directors of the Coalition for a Better Acre, Inc. CCBAl to propose guidelines for the selection of a new superintendent of schools. Our children are our future. In far too many instances, our children are failing in school and dropping out. It is time to change our educational approach if we are to start succeeding. A good place to start this positive change is in the selection of a new superintendent of the Lowell public schools. Above all else, a superintendent needs to have an ur,derstanding of the issues facing public education in Lowell and a proven ability to catalyze and work with the whole community to develop and implement meaningful responses to Lowell's educational problems. If we are to find such a superintendent, , the blue ribbon committee and the school !Acommittee should be committed to working • with the "whole community" in the selection process. In this regard, our first recommendation is that more representatives from the so-called minority communities be \ encouraged to participate. The indisputable • fact is that the current school population is now categorized as 42 percent minority, an : increase from the 1987 figure of34 percent. At this rate of growth, there will be no such • thing as "minority" children in our schools when the new superintendent begins work in 1989.The CBA represents over 500 families in the ethnically-diverse Acre neighborhood and isone·ofseveral representative organizations willing and capable of being part of the search process. Second, the CBA recommends that the that the contrary message will prevail and School Committee commit itself to a nation- urge the committee to make a commitment wide affirmative action search. As the CBA to an affirmative action search for this and has recommended to the school committee every other position in the Lowell public in the recent hiring of the new headmaster sehools. at Lowell High School, the ethnic composiThird, the CBA recommends that the sution of the school population should be re- perintendent have proven leadership abilflected in the teaching and supervisory staff ity, commitment, creativity and experience of the school department. Less than 6 per• to successfully confront the issues of an cent of the entire school department's em- ethnically-diverse and urban school sys• ployees is minority. Minorities in depart- tern. Some of the most important issues are:. mental or administrative leadership posi• Aflirmative action hiring; tions are almost non-existent. ■ Bilingual education; Not only are minority teachers, princip■ Multi-cultural curriculae; als, administrators and superintendents ■ Building parent involvement, especialcritical as role models and essential in com- ly outreach in minority communities; municating with the present school popula• After-school and enrichment programs tion, minority employees in the school also such as drug prevention methods; will stimulate greater parent involvement ■ Sensitivity to needs oflow-income famiin both the minority and so-called majority lies; communities. Minority parents are begin■ Reversing ever-increasing drop-out ningtoask how they can help their children, rates, and increasing achievement levels; to better learn and achieve. They need peo■ Teen pregnancy, day-care issues; and pie who speak their language and under■ Parent and adult education and stand their culture in the schools in order to empowerment. begin a productive dialogue. And only Last, thesuperinetendentneedstounderthrough multi-cultural exchange will both stand the great opportunities that we now minority and majority parents and children have to make improvements to a school syshave the opportunity to enrich each other tern that is in transition and change. The rather than sow seeds of division. A multi- superintendent can be an inspiration to stucultural school staff will be better for all of dents and bring new optimism to our city. Lowell. .. . . The grave responsibility for our communThe blue ribbon committee can make a ·ity's future generations ison the line in this serious commitment to affirmative action selection. If the blue ribbon committee and hiringbymakingsurethatqualified minor- the school committee are brave enough to ity applicants are aggressively solicited. embrace the recommendations of this letA failure to have qualified minority ter, fewer minds will be wasted and we will candidates applying for the Lowell supertn• all live in a better community. tendent position can only reflect a failure of will by the school committee and a negative The writers are co-chairs of the Coalition message being sent from the city. We hope for a Better Acre in Lowell. �Tuesday, November29, 1988 Lpwell,Massachusetts Page13 - • - • I Huntfornewschool chiefmaystartsoon By DANA F:RANCIS Sun Staff LOWELL - Members of the school committee appear ready to adopt a community. report on desired superintendent qualific'3.tions and may consider launching a superintendent search as soon as this week. Member Mary Anna Sulli-' . van has proposed that the school committee, at its 7 p.m. Wednesday meeting, authorize the ,start of a form a 1 search for a school superintendent immediately. The motion comes on the heels of a community report outlining recommended criteria and qualities for Lowell's chief education leader. "We are a Iready a Ii ttle late," Sullivan said. "The current superintendent's contract CHIEF/Fr~m Page 13.....~ ' expires in June, and most cities our size have already started their searches." • School committee members say they generally are pleased with the work done by a 16member blue ribbon panel on community input. appointed by Mayor Richard Howe in September to find out what qualities the public wants in its school superintendent. But some members would like to clarify or change certain recommendations in the panel's report, which recently was finalized and sent to the school committee. • School Committee member Sean Sullivan wants to re•serve the right to submit . names of school superinten- • dent candidates who do not otherwise make the list of I finalists. Please see CHIEF/14 . .. "We should accept their recommendations and use them And member George when the proper time comes to. Kouloheras wants to make find a superintendent. But the sure school committee memlaw says the school committee bers, in their haste to solicit would find (superintendent community involvement, candidatesJ, we would interdon't give up their legal right view them and we would elect • to make the final superintenthem, and I would not abrodent choice. ' gate any of my authority Four school committee under the law." members contacted Monday The blue ribbon committee • said they will be prepared on recommends that the MasWednesday to consider the resachusetts Association of port, which they have had for School Committees Search more than a week. ~ Team be hired to do the initial "I would like to adopt the screening of applicants. Then whole thing_ Wednesday a panel of community memnight," said member Regina Faticanti. ''It is apparent the • bers would interview 10-15 semifinalists and present a committee did a lot of work list of four or five finalists to and I think they have come up the school committee for con'\with a lot of good recomsideration. . . -mendations." Sean Sullivan said he ~vants ' Kouloheras said he has bet•n the right to add names of his reading the report carefully to own for final consideration remake sure the committee did gardless of the committee's renot overstep its original mancommendations. date. "If a name is not submitted then so be it. I still will reserve ' the right myself to bring in any name I think is qualified," he said. The blue ribbon committee's final report recommends launching a nationwide superintendent search for a person with good communications and leadership skills. The ideal superintendent, according to the panel, would be paid at least $75,000, would have a master's degree and preferably a doctorate, and would be skilled in handling budgets,. directing new school construction programs -and working with bilingual, special needs and multi-cultural students. The contract of Superintendent of Schools Henry Mroz expires in June 1989 and the l school committee has made no decision on whether to renew his contract. �t .STUDY PANEL: Schoolboss ·shouldle.ad, (communicate Thursday, Nove1nber 17,1988 Lowell,Massachusetts • Page17 ___________ _ • By DANA FRANCIS .. Sun Staff LOWELL - The ideal school I superintendent would be an ex1' perienced communicator who could lead an urban school sysI tern through the maze of modern I challenges, according to a group ! of residents charged with find: ing out what the public wants in • its chief educational leader. Twelve members of the blue ribbon committee on community input approved a final draft of recommendations to the school . committee Wednesday nigh_t. i: Relying on two months of study and public input, members came up with a blueprint of qualities the community wants to see in its superintendent. The person, to be paid at least $75,000, would have a master's degree and preferably a doctorate. He or she would be skilled in handling budgets, directing school construction programs and working with bilingual, spe! cial needs and multi-cultural students. • Barring any last-minute : objections by members before 5 1p.m. Friday, the document will i be forwarded to the school committee. f t ; Please see SCHOOL/20 SCHOOL/Fr':.p,--g. •• ,;:-, 17 --n-~~-.:--~· ~---..,.,-~ \. -,~ Kn~wledge o~ft_h_e~· c.-o-11-ec-tlve • T_he·list ..of successful candi• om·. a e •· • ;_bargaining process and experi- ·.'dates would then be given to a , Other recommended c_riteria • ence in administi;ating n_egoti•;•spec_ialCitizens.Cornmittee of 16 • include: • ' .., ••: .. '" ''' '·· • ated contracts; •:·: :' .members, who would conduct in• ,,,,,,Con1bined ·classroom· and :_'..·,_,,,,,,_ An ability tci set goals and• terviews and narrow down. the administration exp_erience of ,:evi8luate~achers ,and admini~•., }~stto four or five people. • . ' five years or more with a docto- ;:tr!l~t:s, :,;1:~ :. . ,,. The members would then 1n• rate degree, and 10 or more :·:•.An introduction drafted by . vite each 6nalist to spend a day years with a master's degree; the committee speaks of. in the city and would intervie\\'. . ,,,,,,Strong· communication 1 Lowell's challenge as a growing·, th~m h1 public and in private. I skills with·the ability to·com- :_$choolsystemconstrainedinits,·· The Citizens Committee ! municate with other adminis- . ability to raise rnoney by the would be .~omposed of repre,• trative personnel and classroom y tax-limiting Proposition 2½. . sentatives of nine educational 1 professionals; .. • i: ··'·" , : ..• The report notes that the' and ·community· g~oups, plus ,,,,,,~trong e1nppas1son exper1- / school system has not kept pace seven mem~~rs appointed by the ence 1n an urban school system; : with the recent revitalization in school committee. ,,,,,,Ex~erience with bilingual ..other sectors of the city: Com~ T_hecontra~t of the current su-,_ and special ~eeds progra~s a~d )m,ittee me~ber~ ~aid they ~rint~ndent; Henry yroz, ex1 -general curr_1culu~ ~la~n1ng,. wantedtoavoidpointingfingers pires 1n Ju~e 1989,_and the ,,,,,,Experience with_ ~~lti• at anyone in particular, stating sch?~l comm1ttre~t(as made ~o cultural groups; • •• •• ' - simply "There is blame.'' decision on whether to renew-lt· ,,,,,,Experience in educational ' . At the r~quest: of .member fiscal management and budgetsi The Massachusetts A~soc1a-. Mary Anna Sullivan, the sch?ol ,,,,,,Three-year contract"with tion of ,School Committees. committee approved formation 'yearly rollover clause; • . • Search Team wou_ldwork as, :1•qfthe blue ribbon panel to solicit • ,,,,,ApP,ropriate fringe benefit consultant, scr~en1ng the apph~ public commen~and recommend package;. , ••.· ' •• cants and making the fi_rstcuts desired supenn~enden.t qual,,,,,,Administrative experience of those deemed unqualified. ities. in a major school building prog- • ram desira~le; • '·! .: • I , ,f �.... ~ Monday, Januazy 11,1988. Lowell,Massachusetts -■ ID - • - i •"The School Committee could "Compared to when Mr.- O'Neill 1 began his career in l.owell 30 y~ • take some lessons from the city ago, the ethnic, racial and.linguistic manager to make the city reflectthe they are not rompositionof Lowell has changed mak&up of the oommunity," Gor"At• what point are we going to drastically," the CBA said m • a re- ' giulo explained. to th 20th Ce h, ... , • th ·t. '"l'here'sa lot ofpatoome lJl e n..,.,...JlJl e l • Mn_n_ J I"Oil8ge - 1 just goes on and on and rent etter to City u.uu'°!S= ames H (the SchoolCo LowellSchool Syst.em,.,,. Campbell "T"\n,,..,"t.e th fact that on. mmittee) ke€µs The CBA's request istimed with • ~.,i e • appointingfrom within it will never r_., __ , •• ____.,; ti • to oo ' over one fourth of the studentB m hire a mmo· n·ty becausethe1"' o"" ' a 1~~ mv.=\J~ ~n _m . m- • Lowell Public Schools are from c-""" In contrast, about 36 percent none to promot.e. of Lowell's 13,000 students are plaints of racial discrimination by minority homes, the schoolteachers and staff reflectthe mix of a city of I "This is not going to enhance minority children. About 19 per- the LowellSchool_De~:nt. As part of the mvestigation, the .,_.,. ago,, wwell's standing if we ever get into cent are Southeast Asian. 30 .,-~ U.S.Justi.reDepartrnentisstudying • a rourtroom,"Gargiulo said. "We are doing an incredible Gargiulo said the CBAappealed While Campbell favors the disservice to students," said the. ratio of minority/majority to Campbell because of his affirmaappointment of qualified minority Charles Gargiulo, CBA presi- teachers in the Edioolsystem. Representing •Lowell's largest ti.veaction appointmentsin city govcandidates to city positions,tlAj, dent. "We need role models that l1l8J18ger said it would not be ~p-are relevant to the kids. There is minority neighborhood, the CBA emment Sinre Campbelltook offire has targett:ed its efforts on a houseone year ago, he has appointed a er" fur him to get involved in tl1e a total lack of that for minority • students. master position at Lowell High woman, Raianne Riddick, to 8&'ris- • SchoolDepartment's hiring process. School, left vacant by the rerent tant city manager, a Cambodian, ,. To make "a good faith effo1t"in "Kids aren't stupid - they pick up death of vet.eran Arthur O'Neill Narin Sao to the Board of Appeals . seekingminorityjob candidates,the feelings and vibrations," Gargiulo The job pays a base salruy of and Angel Bermudez, a Puerto • '1 CBA suggested that the School. Deexplained. "They can sense where $38,952. Rican, to the Board of Asses3ol'8. partment form an ad-hocoonunittee the opportunities ~ and wh_ere Please see HIRE/ 14 toassistinthe.hiringofanew house___ I1 ._,.._._ 1 1 CBAwantsminorityto fill LowellHighhousemasterslot By NANCY COSTELLO Sun Staff LOWELL - Citing the low percentage of minority teachers and administrators in city schools, the Coalition for a Better Acre (CBA) is urging education officials to hire a minority to fill a housemaster position at Lowell High School. Minorities currently make up two percent of the city's 100 school administrators and six percent of the teaching staff. , J.IU:IZ:H.~J:. I Officials urgedtohireminority The School Department, Um-- , giulo said, is not using reoouroes such as the NAACP, the Caml»dian Mutual Assistanoo Asoo:iation, Hispanic Parent AdvisJry Committeeor the CBA in its hiring . searches. • • H~ also suggested.that the Ediool board form a subcommittee to explore the possibility of appoin~ more minority teachers and, adxninistrat.ors. While Schools Superintendent Henry Mrot claims it's been difficult .., llla.t qww.nearrunonaes tor scnoo1 job,. "I'd like to see more minority candidates apply, but they should meet the requirements," Mroz explained. "Being a housemaster at LowellHigh Schoolis like being an assist.antprincipal." The qualificationsfor housemast.erinclude a bachelor's or master's degree, a teaching certificate, a secondary principal oertificat.eand fiveyears teaching or relat.edexperienre. According to Assistant Superintendent for Personnel Helen Flanagan, most minority teachers currently working in city schoolsdo not meet their job requirements. hasno plans to set up an ad hoc Lowell Public Schoolscurrently oommitteeto assist in the appointemploy 9132teachers including 61 ment minority instructors, most of them working in the bilingual program. He will adhere to the pi&e.:it hirFifty-oneof the instructors are not ing system which requires the oerti.fiedteachers and have been furmationof a nin&mernbereearch waived or are in the prc>ce$:1 of re- oommittee including t.eachers, ceivinga waiver from the stat.e,F1a- administrators,parents, oommunity nagan said. leaders and out.aideedumtional exIn addition, jobs involving the pert& educationof minority students have alcn been difficult to fill, she said.· Besides publicizing the houseThe positionfor a guidanre 00W1S0- master position in newspapers,the lor who speaks Khmer, for example, superintendent said a job descriJ> hasbeen open sinre last fall. tion will also be sent to the CBA. For the hiring of the new ho1.1B&The housemast.er J:l(Xtition will be master, the superintendent said he posted Wltil Jan. 25. . �-------------------------= .....-:--,-= - lETTERS WEDNESDAY, JANUARY 6, 1~88 , THESUN -- -- . .. ft ... . L9wellHighneedsa minoritymember as its newhouselTlastel' • LOWELL - The recent death of Arthur O'Neill is a great loss to.the City of Lowell; his service of over 30 years in the Lowell Public Schools speaks for itself. The city is now faced with the task of seeking out candidates for the housen1aster position at Lowell High School. Filling r.vtr.O'Neill's shoes will not be ea :\Y.The housemaster • is not only an adminstrator •• but is also responsible for setting the tone for a supportive moral and behavioral atmosphere among teachers and the students who are his/her cbarges. For the students, the house• master should be a role model and help to create hannony through mutual respect. The housemaster is often the only contact of both students and parents with the high school administration. ' The board of directors and the more than 600 members of the Coalition for a Better Acre Inc, (CBA) urge the city manager to appoint an ad hoc citizens committee to work with members of the School Committee, superintendant • and the city's affirmative ac- • I tion officer to recruit actively and hire a qualified minority candidate to fill the houseinaster position at Lowell High. -- 1\vo pressing needs in the A minority housemaster will . Lowell Public Schools will be further.dialogue and mt_ttual addressed by hiring a minority · understanding - all of Lowell candidate: will benefit from this. Compared to when Mr. ■ There are currently no O'Neill began his career in ininority teachers or adminis• Lowell 30 years ago, the trators at Lowell Hlgh except ethnic, racial and linguistic token representation in the composition of Lowell has bilingual department. This changed drastically. Yet dewill be an important and visi- spite the fact that over a quarble first step in the enfranter of the students in Lowell chisement of minorities in a Public Schools are from sosystem that, up unitl this . called "minority" homes, the point, has shut the door. school teachers and staff reThe goal of affirmative·acfleet the mix of a city of 30 tion hiring is to employ minor- Y,earsago. ities in numbers that at least Now is the time for positive reflect the minority population and constructive actions that in the schools and in the city will deal with some of the as a whole. The goal of cenunderlying problems of hiring tralized enrollment is to depractices in the schools. segregate a segregated school Affirmative action hiring ultlstructure. Integregation of the mately can result in participastudent body is meaningless tion, pride and progress of without corresponding action , those that have been shut out. to make affirmative action hiring practices a top priority of Through inclusion in the the Lowell Public Schools. city, people can become part of the solution to one of the big■ Minority students have no gest problems on everybody's adult role inodels in the school agenda in the city: improving system; minority students and the quality of educational parents are always in the opportunity for all. situation of communicating in an alien language and/or culThe CBA therefore urges ture. The housemaster can do appropriate officials (a.) to a great deal to bridge the gap, direct the affirmative action both between minorities and officer to begin immediately the schools and also among all the search for outstanding members of the community at minority candidates for the large. housentaster position at Lowell High and (b.) to appoint an ad hoc citizens committee to work with the auperintendant and members of the School Committee to evaluate and hire the beat possible candidate for the job. . Representatives from the CBA will be happy to participate on or assist the com- , mittee. The CBA looks forward to beginning the search for a minority candidate at the earlist po~ible date. , ' I CHARLES GARGIULO ARLENE DIAS The writers are, respectively, president and vice president of the Coalition for s Bet- ~r Acre Inc., Lowell. �.. THE@SUNe Lowell, Massachusetts Foundedin 1878 By John H. Harrington John H. Costello,Sr., Publisher John H. Costello,Jr., Editor James I. O'Hearn,GeneralManager KendallM. Wallace.Asst. GeneralManager Peter Ellis, ManagingEditor Vol. 104, Monday, Jan. 11, 1988, No. 8 Minority housemaster If Lowell High School needed a driving instructor, and no one qualified sought the position, would the School Committee and School Department scuttle driver's education? No, officials would actively search for an appropriate candidate. , : If an elementary school needed a physical education instructor, and no one qualified applied, would the gym program fall by the wayside? No school authorities would make it their busi~ess to seek someone - even if it meant going beyond the city limits. Yet, inexplicably, when it comes to minority hiring, the public schools in this city have a "shrug-the-shoulders, you-mean-us" attitude; Superintendent Henry Mroz and the school. board may not be hostile to hiring minorities, but neither are they enthusiastic. Lowell's approach seems to be a reverse of the old line, "Don't call us, we'll call you." Here,. it's "You call us, because we'll never call you." Apart from cutting the municipal phone bill, such an attitude has resulted in an appalling lack of teachers and administrators in the school system who are members of a minority group. · As a public employer, the city School Departm-ent has a special obligation to provide equal opportunity. Currently, the U.S. Justice Department is investigating charges of racial discrimination, and, indeed federal o~cials want to peruse minutes of School Committee meetings going back to April of 1985. If the school board is found in violation of federal civil rights and equal education laws, a lawsuit could be filed. - Only 2 percent of administrators and 6 percent of teachers employed by the School Department are minority me~ber~,. and most of them work in the burgeoning bilingual program. Outside of that environment, blacks, Hispanics, Southeast Asians and others are r~re. Such imbalance could be construed as bias and that from an ethical and a legal perspec' be bad enough. But, more impor. tive would tant is the message the imbalance sends to stud~nts and the community at large. Lowell enrolls thousands of minority students. That numbe,r accounts for approximately 36 percent of the school popula~io~, and the percentage has increased steadily in the last several years. That increase stems largely from the heavy influx of Southeast Asians. In fact, they account for 19 percent of the student population. . .. With such numbers, the need for more nunority teachers and administrators is obvious. • Such persons, apart for the g.eneral ~ualifications that should be required, can bnng a wealth of personal experience to the schoo~system. Students of similar backgrounds can identify with that. They can find role mo~els. Even discipline problems can be more readily •• 1 handled. . • •- ·. The Coalition for A Better Acre (CBA) has 1 called upon authorities to create an ad hoc committee to find a minority candidate as the new 1 housemaster for Lowell High School. That job I • is a key administrative posit!on. _Thecoalition correctly points out that a minonty member could serve as important link between the • schools and the minority communities. The •CBA's intentions are laudable, but the approach seems limited, as ad hoc efforts peren1 nially are. . I Superintendent Mroz, howeve:, pre~ers to follow the traditional approach, using his own And that could lead to the system's I committee. business-as-usual approach. More hiring from within, another opportunity for infusing m.ino~ities lost. . Why not simply put some of those interes~ed in a minority candidate for the housemasters job on an expanded version of the Mroz panel. The system could then undertake a thorough 1 search for a minority candidate and begin to make minority recruitment a part of the system's overall hiring practices. It's time for Lowell's schools to recognize 1 reality. I ' ., �THESUN THURSDAY, JANUARY 281 1988 . . . LocALNEWs :school committee formspanel , tostudyminority hiring,policies . . . . . • LOWELL - On the bidding of percent· of Lowell's 13,000 s~useveral concerned citizens, stu- dents are minority children. • dents and community groups, "How is it that in 1988, severthe Lowell School Committee al years since the Civil Rights Wednesday night established a Act was passed and in an agency subcommittee to explore options that was mandated to be an for an affirmative action hiring equal opportunity employer, we poli_cy. still have (so few) minority The committee, however, teachers and administrators?" turned down a recommendation asked Andy Chandonnet, direc.by Schools Superintendent Hen- tor of the YWCA's Project Fresh •ry Mroz to extend the resume Start. •deadline for the vacant position "Without a committed effort , of Lowell High School house- to advertising through minority :master - ajob many local activ- networks there is a subtle mesists hoped would be filled by a sage being sent out - 'Minorminority candidate. ities need not apply,'" ChandonThe votes come on the heels of net explai~ed. a proposal by the Coalition for a . "I have a cousin who lives in ..Better Acre to replace the late New York and at her sc~ool •.Housemaster Arthl,!r· O'Neill - there are many teachers of diffewith a minority administrator. rent colors and .religions," said CBA officials based their re- Lowell High School student Luis • quest on "disturbing'' statistics Melendez. "In that school you which reveal that minorities don't see the racism that Lowell make up only 1 percent of the High has." . school department's administra_CBA representative· Ar~ene ·tors and 6 percent of the Diaz encouraged the committee :teachers. In contrast, about 36 to extend the hirinlZ deadline ' I and broaden its search for a housemaster to attract more minority candidates. "We have to look in cities throughout the country - internationally, if necessary," Diaz said. "I believe qualified minority candidates are out there, but we have to reach out to them." School Committeewoman Dr. Mary Anna Sullivan responded with a proposal to form a subommittee to study the possibility of establishing an affirmative atti_onhiring policy for the school department. ' "We need role models for our children to identify with," Sullivan explained. "We need minority teachers, not just for bilingual courses, but also for mainstream classes so all children can see minorities in roles of authority and distinction." ; Su!livan's proposal passed unanimously, but a later move to extend the hiring deadline for the Lowell High housemaster position had only the support of Committeewoman Regina Fati- • canti. 1 �LAWYERS' COMMITTEE FOR CIVIL RIGHTS UNDER LAW OF THE BOSTON BAR ASSOCIATION 294 WASHINGTON STREET • BOSTON, MASSACHUSETTS 02108 • (617) 482-1145 Steering Committee Hugh R. Jones, Jr., Chairman John Taylor Williams, Vice-Chairman John F. Adkins Edward J. Barshak G. d' Andelot Belin Arthur L. Berney Mark S. Brodin James K. Brown Judith Olans Brown Charles C. Cabot, Jr. Judith Nelson Dilday James S. Dittmar Joseph D. Feaster, Jr. Timothy F. Fidgeon Steven S. Fischman Thayer Fremont-Smith John B. French Nancy Gertner Geraldine S. Hines William P. Homans, Jr. Laurence M. ,Johnson Scott P. Lewis Hans F. Loeser Joan A. Lukey James J. Marcellino Margaret H. Marshall Frank I. Michelman Cornelius J. Moynihan, Jr. Robert A. Murphy Rudolph f. Pierce John A. Pike Glendora M. Putnam John R. Regier Samuel S. Robinson Richard A. Soden Nicholas U. Sommerfeld Joseph D. Steinfield Daniel D. Sullivan Thomas V. Urmy Dianne Wilkerson 31 July 1987 Clerk, United States District Court District of Massachusetts John McCormack Post Office & Court House Boston, MA. 02109 Hispanic Parents Advisory George Kouleharas, et al. Council, Enclosed for filing please find the Complaint in the above-captioned matter accompanied with the Civil Cover Sheet and case information form, and a summons for each defendant, along with a check in the amount of $120.00 in payment of the filing fee. I would be grateful if you would issue return with our messenger. It should be noted that the above-captioned matter is related to Lynn Hispanic Parents Advisory Council, et al. v. John H. Lawson, et al., Civil Action No. 85-2475-K. One of the parties in the above-captioned action is also a party in the Lynn Hispanic PAC, and two of the statutory claims are similar. to this matter. Sincerely, a~~~ Alan Jay Rom Staff Counsel Nadine M. Cohen Alan Jay Rom Secretary Betty L. Williams the summonses for We have contacted the City of Lowell and the Clerk's office has indicated that it will accept service of process. Thank you very much for your attention Office Manager Karen T. Horner v. Dear Sir/Madam, ExecutiYe Director Barbara R. Arnwine Director, Project to Combat Racial Violence Robert P. Sherman et al. Roger L. Rice, Esq. Camilo Perez-Bustillo, Thayer Fremont-Smith, Esq. Esq. �UNI.TED 1 $TA.TES DI.STR.ICTf 2 DISTRICT COURT ft:E~A,SSACHU~~i'gS VI 3 4 ~ '"' ,-. - ..... - • .,.. ,-...... -. - "''.,f; HlS}?AN;I:C PARENTS ADVIS0·RY' COUNC ;I:L r ET AL t'J. \.S . j :x8 -x· :x 10 1 5 1 ~11 '89 • ) '·IR-I OF CIVI·L .SF.f'TS vs .. NO. 6 7 ACTION 87-19.68-H G,EQR~E, KOULEHARAS r ET A.L .. 8 9 BEFORE; 10 THE HONORABLE EDWARD F. UNITED DISTRICT STATES HARRINGTON J,tJDGE 11 WEARING 12 13 A,PP.EARA,NCE~;• ·Roge:v L. Rice, ,' Esqu.i-re, ' and Cart).tlo Pe,rez-Bustilo, • Esqut-re, META. }?roj ect, SQ Broadway,, Somerville, 02145~ on behalf of the Pla.tnti'ffs. 14 MA 15 Alan .il'a.y· Rom? Es·q,ui'rer Lawyers· ~i'gh.ts, 294 Washi~ngton Street, on befialf of the Plai'nti'ffs·. 16 Commi'ttee Boston, for Civil MA 02108, 17 N 0 Th~omas E. Sweeney·, Esquirer, Ci'ty· Sol.i:citor, City Hall, C,tty· 0£ Lowell, 375 Merri'macR Street, Lowell, MA 01852~ on behalf of tfie Defendants. 18 0 ~ 0 19 Court:r;oomNo. l Pos·t Off i-ce & Courthouse Bldg. Boston 1 Massacfiusetts 02109 December g, 1988 20 0 u .. ".. 0 21 z w 22 B.a_rb.a.ra S·akurai' -.- Court Reporter 1221 Post Office & Courthouse Bidg. Boston, Mas·s-acBus·etts· 0.2109' 23 24 Method 25 ot Reporting: StenotypefNote~eadi'ng �2 THE CQU~T~ 1 2 would coun~el please tdenttf~ the:ms:el yes:? 3 4 tife. plai'nti-:-fts-. You THE COURT; I,s 6 ¥cu a~e over 7 ij,R., RJ::CE:. 10 were. here on case? 6locR. we wi'll get 1-' saw you Wfien MR .. P,EREZ--.Bl.JSTt'LO: your- Honol;i c, fox- tfie pla:t-nti':-ffs· I a two-for--one ·Rp:m.,also ' for, the 19 th~ My na;me is that :Js'am Tfiomas r repre.s·entj~ng r THE. CQUFT; +~und,er1?:tanq Perez-Bustilo, Alan Jay plai'nti';ffs·., Hpno:r; r C.j..'ty, Soli'Ci',tor 18 you .. ·MR, SWEENE¥: 17 I' thought am Camilo MR,. ;RQ>M~ Good 'I\)orni'ng. 15 16 Lynn thtnk. ' cas-e, tl'i:e w:ronge 13 14 the tfie Mayne THE COURT:- 11 12 all thts I 1. settleJl)ent. 9 0 0 s 1een -me nefore 5 8 H nave I' wtll the w.~11 fiear heav from tfie. Sweeney·, your de.fendants. fr-om tfi.e plaintiffs. pla.tnti~fs that ~ 0 11.)at.teu fias, fieen ..; z z 0 ► •m 0 V 0 • "wz.. R,ICE: MR, 20 21 Mr. Perez 22 questions., has settled~ handled b.e ts most the guy 23 Y·es, 24 THE COURT: 25 T5a,t of to we have ps· :r;i'9h.t, tne talk work. your If Honor._ you have to. settled, Our purpose he.re toda.y, I any �3 1 suppose, 2 notice; is approval is that 3 5 going 6 able to announce 7 ment of clai':Il)s 8 mi:norrty 9 Laoti'an. to report, on for after Rids N 0 0 18 years we have approval rs the now, your of the te:xt happy Honor, for Hispanic, of; the to be a process a mutually programming ~- We are negotiations, reached regarding That but we are agreeable the settle- linguistic Cambodian, agreement submitted to you. The other noti'Ces to settlement the class, matters proposed a9reement class that h~s to before as Who i's tne clas·s- th.e Lowell to Jl)otion as that are asking proposed that a consent the the order. class? Who is the Be noti'fied? .MR,. J?EREZ-BUSTILQ: a~.s.ented you orders be.entered THE COURT; 16 17 two we repit:esent 14 15 and Yes. extensive almost 11 13 settlement MR. PEREZ-BUSTILO: able 12 the right? 4 10 of :for of +n the ot class determi'nati'on all lingui's·ti'c motion for -- mi'nority the -- we describe children in ~ 0 19 ppbl.i:c s·chools· who have been, currently are w •• 0 ► " m 0 V 0 20 {)r tiyi-11 fie entitled servrces· purs.uant to th.e settlement 21 "w"• .. to THE COURT: 22 23 are they MR, PEREZ-BUSTILO: dtf:ferent people i'n tfie future, how nottfi:ed? 24 25 Thes·e forms of notice, your We are Honor. proposing We are various proposing �4 1 certai:nly through. 2 for 3 through. organizations 4 Laotian communities 5 per:i:-od 6 wi·th. 7 J?OS·s-.t'ble 9r;oup I example, ;for 10 of the to there wrtfi. any re9a~d Honor, Cambodian and perhaps and a 30-day filed or comments to be filed to maRe sure that the broadest l'iear from the City. of the city addres·sed. ofijection not Hispanic, your 6e rn order is r broadcast,t'n9 programs, we represent, ob.jecti-ons· th.e Court,. radio THE COURT: Js throu9'ti. Spanish--languag-e 8 9 r,ubli;ea,tion, to I wi'll voi-ced tfie on befialf S€ttlement But to the notice 11 M~, SWEENEY; 12 13 d,tscus.se.q 14 i't th.:j:-9 Il'la.tter s·eem.s,. to N 0 w·i-tfi counsel 6:e ·appropri-ate. notfiin9 ;fµrtfier 17 re;yfe.w· what fias for th.e Be done tfien to Been propos·ed plaintiffs, a,nd to than ado)?t we need to all. is court jv.s.t and at So there i'n tni's I thi'nR We no objection A_ll ri9h.t. MR.,. RICE { 18 no objections. We fiave THE COURT; 15 16 We have pick to it. a date 0 ~ 0 "z 19 a, fieari'ng :j.'-f there r w.e.re any O6.ject.i~ons from members of This is w z z .. 0 •• 20 THE COUR.T: 0 u 0 •z "w .. 21 22 the .:et:rst of, th_:/.:s: type MR. RICE: 23 24 25 of involved according in to it is your 30 -calendar. What do you case that In other 20 or propose? I. have cases 30 days fiad. that -- your we have Honor, been tor �5 THE COURT: 1 2 MR. RICE: 4 to 5 out. give us a date In other Essentially, so we can cases nobody THE COURT: 6 January? in date to your Honor, has shown Why don't the come in If 9 '.MR. PEREZ-B.USTILO: That 10 THE COURT: all 11 M~. SWEENEY': 12 THE COURT, 14 proposed ~nd ~ •ill any Is That All to .tn teril)s of the 9th of .is fine with us. agreeable, your Honor. So th.at extent will I need be to, the the prov.is.ions. The only 18 is the 16 I it date. r.i:gfi.t? ri9fi.t. MR, PF.FEZ-BUSTILO: th.ere.after we send objections. that 15 17 have objections. approve, • ' not.ice notice we put MR. RICE: 1 you up on this 8 4ate would it for 13 Th~t put be 7 N another here? 3 0 For J?Ursuant cos.ts Thank otheY·matter to and Rule th.at 1 we would 27, sort you local of your Honor. be moving Rule 27, would i'f, in be thing. 0 ~ 0 0 V 0 •., 19 THE COURT: 20 'MR. SWEENEY: 21 there a.re Who pays for costs? The defendants·! fact, sofl}e. ~ w L THE CQURT, 22 23 b.e :m,oyi-nc., ~.µ6.$eq_uent 24 tor 25 c9s,ts. to I wi:1.1 rule Tfiey i'ndi'cate tfiey J,anuary 9th on that wh.en th.e MR. SWEENEY: I Believe 1 under that are Rule trme will going 27, comes. be to �6 1 opposed, your Honor. 2 THE COURT: I am sure to some degree it 3 will be. 4 See you then. 5 (.Whereupon court was adjourned.) 6 7 • CERTIFICATE 8 r, BarBara Sakurai, Official Court Reporter, 9 .On;i.'ted S'ta_tes D_f$·tri'Ct Court, do hereby and accurate certify that 10 the for.ego:j.~ng t,s a, true transcript of the 11 proceed:j.'ngs· 12 taken tr an$:cr '.j;l:ted under down By- -me rn -my, direction. 14 15 I 17 N 0 18 0 ~ 0 19 20 0 u ., z 0 21 C w L 22 23 24 25 shorthand and \I 13 16 machine �-' UNITED STATES DISTRICT COURT FOR THE DISTRICT OF MASSACHUSETTS LOWELL HISPANIC PARENTS ADVISORY COUNCIL, et. al., ) ) ) ) ) Plaintiffs vs. ) Civil Action ) No. 87-1968 H GEORGE KOULOHERAS, et. al., ) ) Defendants _______________ ) ) JUDGMENT WHEREAS, on August commenced a class this suit Public Determination been the above-named as a class linguistic action Plaintiffs on behalf minority students in of the and pursuant of allowed all Schools; WHEREAS, 1987 in part comprising Lowell 5, to the an assented above-mentioned as a class action to class pursuant this to Rule Motion for action has 23 F.R.C.P.; and Notice WHEREAS, pursuant Court to has Rule been November opportunity 3, 1988 given Settlement F. R. C. P. given WHEREAS, no of and to members and in a of the objection to has received to hear been the any comments Notice form Hearing approved class; by the and Consent and of Order there thereon; has and dated been �WHEREAS, the this matter fairly and addresses Plaintiffs that the 1988 be entered that finds the the as the that it Consent matter and Defendants ORDERED: DAT Court in it the has jurisdiction Agreement Complaint over properly as and between the is, Consent judgment Agreement of the dated court in November this D: By the Court Honorable Judge United States District c matter. 3, �• UNITED STATES DISTRICT DISTRICT COURT OF MASSACHUSETTS LOWELL HISPANIC PARENTS ADVISORY COUNCIL, ET AL., Plaintiffs ) ) ) ) ) ) ) v. GEORGE KOULOHERAS, ET AL., Defendants. CIVIL ACTION NO.: 87-1968-H ) J U D G ME N T WHEREAS, on August commenced class this suit comprising Public in all Schools; 5, part allowed as above-named as a class action minority plaintiffs on behalf students in of the a Lowell' and of the a class Fed.R.Civ.P. to an assented to Motion above-mentioned action WHEREAS, Notice to the linguistic WHEREAS, pursuant Determination 1987 pursuant of 23 and class to Settlement in this action Fed.R.Civ.P. and Notice a form for approved of by the has 23; and Hearing Court ~ been pursuant has been t given to members of the class; WHEREAS, no objection 1988 has been received hear any comments and to and thereon; the there Consent has been Order dated opportunity November given 3, to and IT IS THEREFORE, HEREBY ORDERED, ADJUDGED, AND DECREED, and parties do hereby consent as follows: �• That as the a Consent entities office, attached Order on both agents, participation Voluntary in this sides of employees, with case this Lau Compliance binding matter, and all upon their persons Plan the be entered organizational successors in active in consent or them. EDWARDF. HARRINGTON United States Distri - 2 - Judge �UNITED STATES DISTRICT DISTRICT COVRT OF MASSACHUSETTS Civil No. 87-1968H ) LOWELL HISPANIC PARENTS ADVISORY COUNCIL, et al., Plaintiffs ) ) ) PLAINTIFF'S MOTION FOR AWARD OF ATTORNEYS' FEES AND COSTS ) VS. ) ) GEORGE KOULOHERAS, et Defendants al., ) ) ______________ Pursuant to ) 42 U.S.C. §1988, PARENTS ADVISORY COUNCIL, et attorneys' amount rely Award fees of in $5,366.67. on their submitted amount L. Rice, al., of As grounds Memorandum of Attorneys' Rom, Roger the Fees Camilo in plaintiffs hereby move for $162,567 and costs for motion, Support and Costs LOWELL HISPANIC this an award in Perez-Bustillo the plaintiffs of Plaintiffs' and the of Motion affidavits for of Alan and Nury Marcelino herewith. LOWELL HISPANIC PARENTS et By Their Attorney, Thayer Freemont-Smith Choate, Hall & Stewart 53 State Street Boston, MA 02109 (617) 227-5020 0550n I HEREBY CERTIFY THAT ATRUE COPY OF THEABOVE DOCUMENT WASSERVED UPONTHEATTORNEY OFRE?O~D FO~ EACH OTHER PARTY BYM(\lull~lQ_~~ t'f-/ P-q 3/ TM· al., �I • UNITED STATES DISTRICT DISTRICT COURT OF MASSACHUSETTS Civil No. 87-19688 ) LOWELL HISPANIC PARENTS ) ADVISORY COUNCIL, ET AL.,) Plaintiffs ) MEMORANDUM IN SUPPORT OF PLAINTIFFS' MOTION FOR AWARDOF ATTORNEYS' FEES AND COSTS ) vs. ) ) GEORGE KOULOHERAS, et Defendants al., ) ) _____________ I. INTRODUCTION Plaintiffs a final dents to of minority Fourteenth further and this students that resources failed ited English Title VI of to the Civil Educational Opportunity the the Rights Lowell to limited Plaintiffs sought 1964, of 1974, access the segregation system provide English and Asian of stu- of violated The plaintiffs failed 34 CFR Section Act school Hispanic Act 1987, the Constitution. of effective of that by obtaining and Asian and In July alleging students all VI}, equal defendants proficiency. Title §1983. for in to the identify (hereinafter, u.s.c. case, case Hispanic programs. Amendment alleged instant guarantee proficiency educational initiated 1n the that English defendants• staff prevailed judgment limited bilingual and have consent plaintiffs the ) proficiency students relief 20 U.S.C. et of lim- pursuant 42 U.S.C. 100.1 adequate to §2000(d), seq. §1703(f), the Equal and 42 �• • Plaintiffs have been represented in this Rom, an attorney with the Lawyers Committee Under Rice and Camilo Perez-Bustillo Law, with the Roger Multicultural Project. Mr. tance from II. Education, Rice Nury PLAINTIFFS "prevailing neys' purposes litigation in which bringing 278-279 (1st 448 U.S. 275,279 Asian lic 42 U.S.C. the succeed the 1933, rights assis- 129-130 (1980); of limited English The consent decree the schools to have substantive take v. entered specific in Lowell -2- into to clear they Helgemoe, through Hispanic Lowell by the parties assure to v. 581 F.2d 1n the action and v. Maher for proficiency is when prevailed, relief 275, it judgment. in sought Hensley prevailed Nadeau plaintiffs obtaining defendants have issue 581 F.2d in attor- parties Further, a consent in the approval (1983). fees for significant Helgemoe, to attorneys' §1988. benefit with 1939 through case, of attorneys parties' on any the v. quoted present schools. both UNDER 42 U.S.C.§1988 of 'prevailing Nadeau 1978). students segregation to some of Cir. order, requires pursuant 1978), 122, (1st consent an award may be considered their In to they suit." 103 C.Ct. vindicate Gagne if Cir. parties Rights paralegal PARTIES'' entitled achieves the Eckerhart, that are may be considered fees Civil and Advocacy received ARE ''PREVAILING parties'' "[P]laintiffs by Alan Marcelino. The Plaintiffs as for Training and Perez-Bustillo action remedy equal the and pub- the �educational opportunity to Proficiency. Thus final constitutes a negotiated entitles plaintiffs prevailing S. Ct. 2570, The expended of of in the the case, issues attorneys' Gagne, 448 U.S. on the Id; 1980). This litigation lodestar contemplated 568 (1986). multiplying in which this case, fees and costs 122, 129-130, number as 100 is hourly calculated rates expended Rom, Rice, Perez-Bustillo, of Exhibits annexed Rivera, their by the reasonably 920 to be the v. on the to 461 U.S. hours 915, presumed Riverside reasonable is hourly (1st Cir. reasonable 477 U.S. requested number lawsuit. 424, reasonably by a reasonable 635 F.2d figure have of attor- §1988 Eckerhart, multiplied Bishop, reasonable 42 U.S.C. the by §1988. affidavits A. to v. Plaintiffs attorney of 561, fee hours by that (See Nury Marcelino and the thereto). Reasonable appropriate are v. the Hensley reflects'' Furtado fee calculating pursuant ''lodestar.'' lodestar rate." community v. for be awarded the lodestar Order English (1980). point to calculate The an award Maher starting fees 433. Consent limited CALCULATION OF THE LODESTAR The neys' to 2575 of settlement parties. III. each the students ''the regardless Hourly hourly prevailing of Rates rates to market whether be used rates plaintiff -3- in 1n calculating the the relevant 1s represented by �private 895 or nonprofit (1984). neys' A court skill Copeland with Marshall, approval F.2d 915, 1202 919-920 The hourly able. indicates that education law. bilingual education other settled by consent at on legal cess an expert obtained in this drafting negotiating the settlement The hourly and Roger seeks Rice rates at Bustillo seeks $150/hour. cational civil rights Rom has been 541 635 to complaint the rate litigation The since to in action has 1969. the suc- and (Exhibit and a record primarily Camilo been Community Rom was defendants. Rice -4- have in He teaches ,12). this in counsel ,r3). $190/hour Attorney and expertise that reasonable. of affidavit Hispanic/Latino by Attorneys equally reason- litigation significantly Mr. with His issues the are plaintiffs (Rom Affidavit sought the cited Bishop, a special (Rom Affidavit the of META are compensation rights litigation. for v. in civil Rom contributed responsible 1980), Corp., $175/hour. relating Mr. attorrates. counsel bilingual decrees. the Electronic Rom is He has University. that the Cir. and Furtado Mr. involving issues Northeastern indicates by Mr. issues. cases (D.C. by plaintiffs' In addition, several account 886, 1980). sought he is 465 U.S. reasonable 892 Milgo 1982) Cir. sought into 880, v. (D.Mass. rate take Stenson, in determining Corp. (1st The rates course also 641 F.2d in Codex 1198, Blum v. should and experience v. F.Supp. counsel." 2). Perez-Bustillo Attorney Rice attorney Perez specialized (Rice in edu- �Affidavit at ,r2). each stage similar of and this as every v. Nichols; 1, and in major or Bustillo assisting rience educational rights $50 reasonable also expertise and B. The issues The Number Compensation $1,194.67. amount number the his hours 1 This amount of time spent is on School District No. ,r2). rates for which substantially the Similarly, as rights an attorney. the has paralegal extensive communities of case. in virLau Her Thus, the plaintiffs' requested Plaintiffs Plaintiffs' fee of level attorneys in this case. Seek compensation less expe- on ,r3). experience. hourly party Rice country: Marcelino, Rice, effec- the Affidavit part in Mr. educational career Hours For Which Is Reasonable of v. in (Marcelino her in Affidavit and on the of case minority given case. an amicus Mrs. linguistic support total of guidance experience this Keyes (Rice §5). experience assistants Texas, Perez-Bustillo with in specialized Affidavit working is v. his and he contributed represented beginning Attorneys of outcome Pickard. the by virtue education has advice jurisdictions, the States v. since (Perez total to Perez-Bustillo litigation is other bilingual United essential and co-counsel Castaneda Camilo provided case efficiently served tually and Rice litigation tively has Mr. is than sought the attorneys 1/ This number does not include hours spent in the preparation of the instant motion. Plaintiffs intend to supplement this Motion to Seek Attorneys' Fees and Costs incurred in the preparation of this motion. -5- of �r have not spent sought attending additional of ,ra, Rom exercised the with and Affidavit amount reasonable ,3; of amounts clients, performing of (See Rice ,r4; ,12).Plaintiffs exclude time to gather research. Affidavit to of attempting legal Marcelino of was and His time spent necessary early for efforts Affidavit counsel most statistics, clients, reviewing individual with defendants' defendants' entitled to on remedial behalf of negotiations with the of this and on amount student have time from those Mr. members in this School and acquainting he could Rom then and of Lowell and in was both co-counsel establish of the drafted He spent defendants time the with so that identify Rom included prosecution records plaintiffs. the of reviewing meeting services. the by Mr. effective practices liability case That focused enrollment himself on the 144 hours. System's in the judgment'' application plaint significant request. The case. for Perez-Bustillo ''billing fee this meetings evidence, Affidavit of compensation class the com- considerable preparing time the consent order. Mr. connection tance occasions, in the seeks with and litigation. Rice this compensation case. participated He met reviewed negotiations. in with the for He provided strategy the various time for -6- of consultation conferences proceedings The 172 hours clients and spent which Mr. time spent and throughout in assisthe on numerous considerable Rice seeks time �compensation was prosecution of Mr. the case. Latino, Cambodian Mr. daily counsel The at defendants and and unique community upgrading and recovery 606 hours provisions 87 specific are training program, (c) of (f) in (a) requirements (b) the of the hiring (e) abolishing -7- the of manner is parental of in 35 pages novel and (d) dropout lists the prevention and of which two-way new staff, waiting (See period Among its of a unique law- change. short steps. expansion Reasonable The The decree remedial staff, Is facts. plaintiffs' in need changes inter- gather litigation. In a relatively schools. liaison valuable of sorely 11). Lowell this facts, principal helped institution was he spent By Plaintiffs in the Ms. Marcelino, the also the this gathering provided and for in Thus, group. was She systemic accountability, schools, each spent for clients Requested system Lowell case. hours the Exhibit the of prevailed before contains and effective counsel of the meetings Fee obtained for the groups. have run multilingual the responsibility with 271.4 various school have of claims these that primary meetings for Articles, they for was principal aspects The Total Lowell necessary communities had legal and clear Newspaper length in plaintiffs is the time, Laotian compensation services suit Bustillo all the C. the of hours who seeks record compensation Bustillo determining preter seeks Perez and Perez considerable between and case. Mr. management and reasonable Perez-Bustillo on this case. both unequal in �facilities and teachers. The decree each public ity (g) segregation of in requested N.Y., vidual obtaining relief decree 1980]), the Supp. 47, received of the 57-58 a remedy students. enrollees of reasonable will The indicates and that protect English comparison against due 935 fees v. services the In to to that the time the total fee -8- the spent to Ross for equal hundreds of to new educational and Campbell is litiga- pursuant thousands on the requested 518 present be implemented proficiency F. appropriate the of 521 attorneys settlement rights of Talladega, obtaining student. a con- N.Y., Saltmarsh, 1980) legal and [S.D. v. for After injunction Ross to 753 an indi- process. attorneys pursuant excess 521 F.Supp. In Campbell one in discriminatory expenses. obtained limited opportunities. certainly just the students' awarded suit of $36,465.00 minor- remedy and Saltmarsh, 500 F.Supp Ala. of for Order v. so that linguistic to been racially The new procedures Consent have a preliminary 1981). award was rights awarded in (N.D. education of were N.Y. a fee special tion, (S.D. civil brought Saltmarsh, and $44,150 753 F.Supp. v. plaintiffs $277,704.25 lawsuit. and violations by means (Ross the In Ross alleging practices of of fees minority be taken system plaintiffs district disciplinary sent the steps school involving here. 1981), school time attorneys hiring percentage the the litigation that the in at particular, those (S.D. reflects existing to requires students In other barriers also school and majority rights eliminating present reasonable. cases case was �VI. CONCLUSION Plaintiffs' ticularly experience the plaintiffs the amount request when viewed and of the for in attorney's light results of fees the obtained that the court $162,567 and costs in reasonable, attorneys' in request is the award the Plaintiffs, By Their background case. of Attorney, Thayer Freemont-Smith Choate, Hall & Stewart 53 State Street Boston, MA 02109 (617) 227-5020 0551n -9- and As a result, attorneys' amount par- fees $5,366.67. in �• • UNITED STATES DISTRICT COURT FOR THE DISTRICT OF MASSACHUSETTS LOWELL HISPANIC PARENTS ADVISORY COUNCIL, et. al., ) ) Plaintiffs ) ) vs. ) ) GEORGE KOULOHERAS, et. ) civil Action No. 87-1968 H ) ) ) ) al., __________________ Defendants MOTION TO ENTER CONSENT ORDER The that this in this that parties to Honorable case. they the above-entitled Court enter As grounds have arrived for at Plaintiffs' claims regarding linguistic minority students This Order settlement and annexed hereto. Plaintiffs, by their compromise attorneys Camilo Perez-Bustillo META, Inc. 50 Broadway, Suite 401 Somerville, MA 02145 the this a action attached Motion, settlement the in and is Lowell set forth move Consent Order parties state the provision the hereby compromise of services Public in the Defendants, by their attorney omas Sweeney City Solicitor Lowell City Hall Lowell, MA 01852 of to Schools. Consent �UNITED STATES DISTRICT COURT FOR THE DISTRICT OF MASSACHUSETTS LOWELL HISPANIC PARENTS ADVISORY COUNCIL, et. al., ) ) ) ) ) Plaintiffs vs. ) Civil Action ) No. 87-1968 H GEORGE KOULOHERAS, et. al., ) ) )) ______________ Defendants, NOTICE OF PROPOSED SETTLEMENT OF CLASS ACTION ATTENTION: In students United 1987 and linguistic Hispanic, inappropriately settlement parties and that filed the with The proposed has the of Lowell: Laotian filed that segregated Public recently parents, a lawsuit charging being Lowell case and Lowell Court, were by of in District students residents Cambodian, organizations States· minority minority been the linguistic and Schools. in served A proposed approved by the Court. settlement covers a wide range of topics, including: 1. Identifying native language all linguistic is not English; minority 2. Procedures to evaluate minority children in English and their academic progress; the fluency and their 3. Hiring administrative teaching, of bilingual staff; students whose of linguistic mother tongue, counseling and �.. 4. Remedial services to linguistic including dropouts, who were not the Lowell Public Schools; the 5. The right and evaluation of parents of their A copy entire Lowell If the Court If of the Public the enter you have r'f, however, you you have right described the below: to participate child's academic settlement students, served by in the planning program. proposal can be read approved by at Schools: proposed will minority adequately settlement it no as a formal objections, object to is to do, the you the Court, order. you need proposed should take no settlement, follow the action. which procedure �.. NOTICE OF HEARING REGARDING PROPOSED SETTLEMENT AND PROCEDURE FOR OBJECTING TO THE PROPOSED SETTLEMENT A hearing before the will United be held states United Square, Massachusetts, and object heard to the If file other to object objection, papers Court at may the to any member the Court, of wish to District the to the class Post you or Office may appear otherside be you must together with present relative you of any and to all the object that proposed entitled in this Court as set to matter the No member will or to forth above, additional the the by by direct be heard for contacts on or before for you inadequate, or different proposed at considered provided is class submitted otherwise desiring settlement of the be heard received may relief to Floor and no papers be person Court, believe the the the District terms 1 •th settlement will as unless deem yourself must District settlement, Court, ~ /9E'9 except shown, If the object on ;<L-~ U.S. of time or • who desires the which proposed on or before cause the with Clerk of the U.S. Boston, MA 02109 hearing at House, settlement in writing, you settlement, for t' /JP p? it. you wish your Court States proposed respecting }==";J:. District Massachusetts, Boston, on under and relief settlement. you you If f' 5dHI"/ �you do not the proposed you will and you ·claim Consent will be to of the . against be the of omissions the barred of present to act with before r,\. Lowell and case before occuring before the 1 L~r4<.- from its Public proposed August Schools for acts settlement any Public the further ~ -..£,/ 'i ?? ~ bringing its any Court ,-n,.,,, Schools 1987. for or you and further Court 5, ~ /fF-'9 rt.t.ld~ settlement bringing and the to oppose proposed from before agree the Lowell case occuring forever City of intention on or before with barred present to your postmarked agree City be presumed you will to forever the act indicating Decree be presumed out omissions will a letter against arising out send claim arising acts or �• UNITED STATES DISTRICT COURT FOR THE DISTRICT OF MASSACHUSETTS LOWELLHISPANIC PARENTS ADVISORY COUNCIL, et. al., ) ) ) Plaintiffs ) ) ) ) vs. GEORGE KOULOHERAS, et. al., civil Action No. 87-1968 H ) ) ) ) Defendants _______________ ORDER WHEREAS, the agr~ed upon parties to a Voluntary Lau Agreement embodying actions regarding Plaintiff childrens' opportunities; there and is the attached above-entitled Compliance and policies rights to action Plan as to be equal a have Consent undertaken educational and WHEREAS, principles the in the view parties no further of the and the need parties have Consent Agreement to shared court litigate mutually understanding have the agreed to as a Consent of concluded issue of the entry Order that liability of in this the case; and WHEREAS, neither by entering this party agreement Defendants' assent committed any violations is not waives as an of law, their a claims settlement admission that nor defenses order, and they have �IT IS THEREFORE, HEREBY ORDERED, ADJUDGED, AND DECREED, and parties do hereby that entered the attached as a Consent organizational entities successors active in consent office, consent as follows: Voluntary Lau Order in on both agents, or participation this case sides binding of employees, with Compliance this and Plan be upon the matter, all their persons them . . ~/7,J9F'<Cf> Date 7 Honorable Edward Harringto Judge United States District Court in �.. .. UNITED STATES DISTRICT DISTRICT COURT OF MASSACHUSETTS t 1:-I .,,. '.1.e)>Jr• ~ ~ l) ,-,,-----.{J,Sl); & O.f> 0.t:e },· f.'J.o()• V •i,Q..., LOWELL HISPANIC PARENTS ADVISORY COUNCIL, et al. Plaintiffs . ) ) ) ) Civil --r968 Action ) ·~7/ No. 11 ) ) ______________ .. ) ·JJ··, .'t .. " JOINT MOTION TO MODIFY CONSENT AGREEMENT NOW COME the and jointly this with Honorable Consent Defendants the Agreement pages 2 and convened to the the Lowell of plaintiffs convened action respectfully proposed and following which Bilingual request modification ordered of the by the change the School with on a monthly in basis.'' 971_ ~ /-- "There Court. Task 2.3, shall be Sub-Committee The members Committee representatives Bilingual ~ now reads Education Committee. meet a Mayor's entitled Agreement: School and will the above would the paragraph a Mayor's representatives Mayor the the approved propose 3 of Change allow earlier The parties in Plaintiffs Court . ?~-/ ,9~?1/{ al. , ) Defendants - ·- ,) vs. GEORGE KOULOHERAS, et ,-- ) ) to shall selected include by the of minority read Education a...-t:..~~~------- ''There (BESC) shall Sub-Committee parent be (BESC) �' .. to the Lowell representatives Mayor request. Committee. of the and will plaintiffs School meet with on a regular School The members Committee selected representatives quarterly shall include by the of minority basis and more often parent upon " Respectfully submitted, omas Swen y, Esq. City Law Department Lowell City Hall Lowell, MA Attorney for Defendants C \ ~ ~ Roger~, META, Inc. 50 Broadway Somerville, Attorney for L ')~. ~ Esq. MA 02145 Plaintiffs �U~ITE~ I STATES D~RICT CASE ~0:_8_7_1_9_6_8 ____ _ DISTRICT COURT OF ~ASSACHUSETTS JUDCE ~ DATE: 12-09-88 REPORTER: CLERK ----- HPAC - ~- V • G •.- KOULOHERAS et al C. Pf;EEZ BUSTl,t;J;.Q Plaintiffs ' T. SWEE~f;::£: Defendant• '88 l 12/0~ I HARRINGTON, J. ~"R.'T'__TI,r· "' ,~, I 1 11, r,• T-ll<'T.T"I• . l-o4 MI 1-9-89 @ . f . HARRINGTON, J. T-lF.:n R.IN~ PARTIES OF I _..,. 1W l q Ra Ql<'~ -Mn 'T'l"I 'T'UT~ ,~ '-~ T)'l'T'P. . HAVING REACHED AGREEMENT COURT ENTERED JUDGMENTS: & Voluntary . t 9:30. '89 2/24 -- 1'11 , ,. ,· f"'l<" _l"\l<" C NOTICE OF PROPOSED SETTLEMENT OF CLASS ACTION, & ORDER APPROVED; FTJRTn,,- T-lRZl,R_ 1 -. q( - . • . . CONSENT AGREEMENT DATED 11-3-88 LAU COMPLIANCE PLAN ENTERED. ENTERE (c/s) . . I Q �• • UNITED STATES DISTRICT COURT FOR THE DISTRICT OF MASSACHUSETTS LOWELL HISPANIC PARENTS ADVISORY COUNCIL, et. al., ) ) ) ) ·Plaintiffs ) vs. ) civil Action ) No. 87-1968 H GEORGE KOULOHERAS, et. al., ) ) Defendants ________________ ) ) JUDGMENT WHEREAS, on August com~enced a class Lowell this suit Determination been all allowed above-named as a class action Plaintiffs on behalf minority students of in the and pursuant of the linguistic Schools; WHEREAS, 1987 in part comprising Public 5, to the an assented above-mentioned as a class action to class pursuant this to Rule Motion for action has 23 F.R.C.P.; and WHEREAS, pursuant Court to has Notice Rule • been November opportunity 3, 1988 given Settlement F. R. c. P. given WHEREAS, no of and to members and • in a of the objection to has received to hear been the any comments Notice form Hearing approved class; by the and Consent and of Order there thereon; has and dated been �• WHEREAS, the this matter fairly 1988 and addresses Plaintiffs Court and that the the that be entered as the the that it Consent matter Defendants ORDERED: fi.nds in it the has jurisdiction Agreement Complaint over properly as and between the is, Consent judgment Agreement of the court dated in November this DATED: By the Court Honorable Edward Harrington J"udge United States District Court matter. 3, �( ( UNITED STATES DISTRICT COURT FOR THE DISTRICT OF MASSACHUSETTS LOWELLHISPANIC PARENTS ADVISORY COUNCIL, et. al., ) ) ) ) ) ·Plaintiffs vs. ) Civil Action ) No. 87-1968 H GEORGE KOULOHERAS, et. al., ) ) ) ) _______________ Defendants I. JUDGMENT WHEREAS, on August com~enced a class this suit Public Determination been all allowed as above-named as a class action Plaintiffs on behalf minority students in of the and pursuant of the linguistic Schools; WHEREAS, 1987 in part comprising Lowell 5, to the an assented above-mentioned a class action to class pursuant this to Rule Motion for action has 23 F.R.C.P.; and WHEREAS, pursuant Court to has Notice Rule • been November opportunity 3, F. R. given WHEREAS, no 1988 given of Settlement c. P. and to members and in a of the objection to has received to hear been the any comments Notice form Hearing approved class; by the and Consent and of Order there thereon; has and dated been �I .I. WIIERE!I.S, the this matter fairly 1988 and addresses Plaintiffs Court and that matter Defendants that be entered as the the that it Consent the tl1e ORDERED: f:.inds in it the has jurisdiction l\greement Complaint over properly as and between tl1e is, Consent judgment Agreement of the dated court in November this DATED: By the Honorable cJuclge United Court Edward States Harrington District Court matter. 3, �r ( WIIEREl\.S, the this matter fairly I and addresses Plaintiffs and ORDERED: 1988 Court be entered that the the the as the that it Consent matter Defendants that finds in it the has jurisdiction Agreement Complaint over properly as and between the is, Consent judgment Agreement of the court dated November in this DATED: By the Court Honorable Edward Harrington Judge United States District court matter. 3, -· �UNITED STATES DISTRICT DISTRICT COURT OF MASSACHUSETTS LOWELL HISPANIC PARENTS ADVISORY COUNCIL, ET AL., Plaintiffs v. GEORGE KOULOHERAS, ET AL., Defendants. ) ) ) ) ) ) ) ) CIVIL ACTION NO.: 87-1968-H ~ 0 R D E R HARRINGTON, D.J. After hearing Fees and that attorneys' amount of Costs, on Plaintiff's the Court fees in $5,366.67 Motion ORDERS, pursuant the amount be awarded of for Award to 42 U.S.C. $80,000.00 as reasonable of Attorneys' in States and this § 1988, costs in the case. District J ge �UNITED STATES COMMISSION ON CIVIL RIGHTS August 9, Ms. Jeanette U.S. District Post Office 1121 Vermont Avenue, N.W. Washington. D.C. 20425 1990 Ramos Court for MA and Court House Bldg. Room 607 Post Office Sqaure Boston, MA 02109 Dear Ms. Ramos: As I indicated over the phone, we need a document for our report on Asian American civil rights issues. The needed document is the consent decree on the suit Hispanic Parents Advisory Council. et al .. v. Kouleharas. et al. (Civil Action No. 87-1968-MA). I would appreciate receiving a copy of this consent decree soon. Thank you Sincerely for your assistance. yours, L?;-fe,fin ~ ~aeR Ch~, P.~ Deputy Eastern Director Regional Division �o< RIC! CASE NO: 87-1968 OF ~ASSACHUSE!TS I JUDGE~ DATE: CLERK 12-09-88 REPORTER: HPAC V • G.: KOULOHERAS et al C. PEREZ-BUSTI:r;.r,9 T. SWEENEY Defendants Plaintiffs '88 12/0S HARRINGTON, J. ~r-1··1'1.P·1 ... ~N'J'I ,- l\lP UJ.'T.T'\ • . N () 'T' T ,-. J.' t"'I ,:;, . ro ~ NOTICE OF PROPOSED SETTLEMENT OF CLASS ACTION, & ORDER APPROVED; FURTHER T-IP:a~, , (. C:f"' U 1." r\f IT J;h 1".' t"'I D . .. . : 1-9-89 @ 9:30 . - ; \·,,~' f 4>. 1" .:·}',. '89 J ... ,,,,t)1~· --~I 2/24 HARRINGTON, J. HEARTNC,OF _l-4-~Q RF.C:rup..n 'T'() 'T'T-1T.S. n Z\.'T'F' •rt -·u, • - PARTIES HAVING REACHED AGREEMENT COURT ENTERED JUDGMENTS: & Voluntary . CONSENT AGREEMENT DATED 11-3-88 LAU COMPLIANCE PLAN ENTERED. ENT (c/s . ' Q �' • 1 UNITED STATES DISTRICT OF ) LOWELL HISPANIC et. COUNCIL, PARENTS ADVISORY ) al.' ) ) Plaintiffs, ) CIVIL ACTION NO. 8 7 -1 9 6 8 - H ) V • ) ) GEORGE KOULOHERAS, et. al., ) ) Defendants ) ___________________ ) FURTHER REPLY TO DEFENDANTS' OPPOSITION TO PLAINTIFFS' MOTION FOR AN AWARD OF ATTORNEYS' FEES AND COSTS This further directed to Part in which they "prevailing fees the advance the for 432 U.S.C. tasks scheduled Decree: after I of the parties" under Consent reply the 1s Memorandum in Opposition thesis plaintiffs that purposes 1988 already because, part are of an award in their to be implemented "were of discovery Defendants' the s. benefit pursuant of School not of attorneys view, most of to the lengthy Department policy and program." Unfortunately support their defendants describe seven relative argument. are the pages to for missing Consent in length services the defendants neither the law nor To understand just how far the the Decree mark, itself. and covers offered it is necessary The Decree some seventeen to members of the to is facts first some thirty separate plaintiff areas class. �• Each section action begins steps bound. denominated there defendants agreed that Lowell. fact. As will It is determining of also wrong the or a majority Consent Decree were achieved SOME of the litigation. recent Teachers unanimous Association Law Week 4384 of the First (March Circuit's Decree the in place the were is now bound that law. the in as a matter tasks of for parties rather as in place true prevailing but of new own affidavits The test action to Decree. already not now steps, to add $159,000 their of are indicating implement are 1s not set out whether 1n the the on ANY SIGNIFICANT ISSUE which benefits opinion page simply of already The Supreme are as a matter ''most'' succeeded defendants 87 Tasks plaintiffs defendants action characterized whether have the by specific (87) them to be shown this whether plaintiffs the of the have ''most'' seven 1s a budget to enable followed to which which as part The defendants' goal eighty there positions showing are as ''Tasks'', Finally, staff a broad and requirements In all follow. with Court they sought has put by Justice in bringing this issue O'Connor Garland Independent School 28, 1989). The Court adopted 1n Nadeau to rest in Texas v. decision the State District, the v. Helgemoe: We think the language of Nadeau v. Helgemoe, quoted in our opinion in Hensley, adequately captures the inquiry which should be made in determining whether a civil rights plaintiff is a prevailing party within the meaning of sec. 1988. If the plaintiff has succeeded on "any significant issue in litigation which achieve(d) some of the benefit the -2- in a standard 57 �parties sought in bringing suit'' the plaintiff has crossed the threshold to a fee aware of some kind." at page 4386. Thus plaintiffs that the at least Consent already some of Decree ''some'' Ms. O'Donnell the follows: prior she describes to the objectives revision of the analyzed by Ms. O'Donnell 13 were 1n her Ms. O'Donnell defendants' attorney's However, were important 13 Tasks initial which were brought identified 66 Tasks asterisk Voluntary Compliance being 53 out analysis. -3- as implemented Plan by the and Lowell utterly of her as previously to her requirements same as prior the has of 66 Tasks new or different Ms. O'Donnell 66 of attachment were through covering Ms. O'Donnell and tasks therefore overwhelming 11.8 of the characterization changes through words not new or different. meaning has upon deposition are 1n practices the 7 of the the forth to the At page were set show of Ann O'Donnell, Decree In other opinion the new but 1.1 can they steps than Of these the Attorneys." procedures. Tasks Decree. Plaintiffs' only the an asterisk. ''*These action affidavit in if And according requirements forth in the 13 with affidavit, the has analyzed 87 Tasks marked in Lowell. set or new or different of the of Tasks parties 87 Tasks own evidence, were number prevailing the are in operation defendants' only are refuted the affidavit. agreed lawsuit that there even in the in effect in her �Ms. that the O'Donnell bilingual Lowell the Public identified requirement instruction proficiency". teachers had whether the themselves, there was students were page lines 13, a difference Similarly with ''Each Facilitator, shall report Education materials (to) past, for concerning 4.3 ... racial example, negative to the She negative group." there stereotypes regardless order to in on to Decree requires, for -4- in past services cover that that now lines 11-17. in part, that: Department Head Transitional of testified materials the acknowledge monitoring no regular of 14, stereotypes in receive such and been the for page Ms. O'Donnell had included referrals Supervisor avoid Task in went 1n she that not a located shall Coordinator, coordinating next with whether testified services, ... asked and which Consent which 3.1 be services or the was eligible make 1-4. Curriculum Bilingual or Task regularly 3.8 available such The supportive to under receive 13-17. Task throughout Task requirement" O'Donnell encouraged services "must" ethnic Ms. been a "new who are and marked programs was ''Students had bilingual lines O'Donnell that: supplemental 10, required desegregated she was which located On deposition that Page by Ms. she 3.1 be appropriate ''Same." is." Task ''shall affidavit environments ''It English in requirement desegregated about programs: her noted specific asked Schools In and replied first education environments." asterisk was bilingual members that reporting in use at of any in the to her the high �school. 4.4 Page 32, requiring ensure that: that students all "I would 37, line Task placed requires by the in the education Decree of the School siting: ''That Tasks the speak experience making assignments the minority testified now is from Puerto rate new". through requirement that networks." O'Donnell really does Tasks and 9.6 that are not for island's the terms system -5- records here is steps 9.5, ... in for will be of communication that Ms. required of current were account to children computer know whether 1n the into Department The problem in prior in Task regards "requests that question. a student's and taken with new or not others different Included that testified 24. a somewhat and by means of available and information was one of the in classroom line 41, was bilingual space involvement must be provision of assigning Page the This classroom services. Rico: classes Ms. O'Donnell presented requirement pursued issue of all be ascertained for arriving She testified the litigation. the will is Instruction, Committee." be new." to example, 9.5 "ensure" School Committee's and 9.6 school vigorously that Task will Ms. O'Donnell ''Location since would 9.5 tasks with staff linguistic that: to second causes regarding Those Lowell students original for be provided." respond true administrative services school to school same is 21. 8.2 approved ''Each have And the 7-14. necessary 1n their that: Page lines charged 1n practice. with �gathering information concerning that such information did line 2-3. many new students many had many requests Hence page 50, generally ''I lines she would department to does testimony or to page 2. 55, line Finally, "Data the to Project Supervisor Director in end-of-year summary twice a year Pages 62, page 65, In line line report 14 to know year June the on each page or shall level, of each number student 63, line 11. -6- of lines Task 10.2 I do not make 18-19 to that: integrated and Bilingual from reported Education Ms. O'Donnell that this done students required 6 and her would partially been that: because 54, option had 22-24 level center year", how guidance be compiled affidavit what the same, Transitional how line school in how to questions Page exited as 49, elementary the and these if the requirements essence of high the her to to 49, guidance page regard records." and qualified practice. by the information by the January substantially made get each nor been respond student program Rico and page as Puerto 16-21, with parent to each bilingual ongoing try to office, lines the schooling questions principals, So too the to her 49, with have to from I do not regarding regarding the had respond, not communication page concerning ''I'd back records and this." was: know whether 1-5, prior respond building stated, have with records several come not records, for or not could came no such department to she students' page was exited in line the an and Task 64, was not 10.2. 14 to the �In sum, even with the affidavit as the be either new requirements, practices beyond O'Donnell affidavit the 66 Tasks Under issue'' plaintiffs There which are two portions contains the (through Chapter supported Rurak, the contains by the Director the deposition the requirements existed more than "any 60 of significant standard the for remedial found by the on page of Chapter I. L. Adie, new or are the took Lowell of plaintiffs new or more stringent that Public the 12 Lau Plan of Tadeusz 14, education Director more and mathematics 28 of Objective special Plan Objective reading plaintiffs for Lau Compliance and settlement. deposition contention are either or practiced and is requirements of Voluntary are litigation of Janice supports the that requirements I) the new or different. inappropriate of was required to the were to By count that Court to parties. requirements prior Supreme legally prevailing than indicate out or addressed of Ms. O'Donnell. by Ms. O'Donnell of the the O'Donnell many turned in practice and deposition are Schools is knowledge test in practice, changes defendants contain stringent the the or the identified same as existing addressed either 13 Task on page H. 30, and the of Special the and Education, Lau Plan's than had previously Chapter I remedial in Lowell. Tasks 12.1 and mathematics language. and 12.2 require services be provided Mr. Rurak said that on several -7- in English occasions and the during his reading native �deposition that new language, proficient the gave guidelines Lowell students services in the Language (ESL). the in native because Lowell provide these See Rurak receive 43. Mroz, the in the The only which is qualify for native in Spanish, Mr. Rurak inclusion teachers of the and Vietnamese 18-19; such students only not students only 30 services, see remedial reading, see instruction is at the 40-42. His memorandum to Superintendent to his were affidavit, provided, linguistic I services, He further for use and not admits of the Master admits in the any other on page minority are Pawtucketville reveals ''[S]ince receiving that the Chapter to students. receive remedial I who qualify Spanish Chapter materials languages receive language, No other language. language native Chapter bilingual pages students 40-42. LEP students no Laotian those as a Second to offer all of the Cambodian services " to instruction, attached language • t .... comp 1 a1n are language See pages native where 16-25, prepared English I services English the necessary in all and 20 Cambodian mathematics School. have services In fact not language not deposition 23. page does native Hispanic page native is pages to the limited Chapter or through deposition, prior of offering for language Rurak the option who qualified Even now, Mr. Rurak services he was following, that these the individuals, them in only who their native I remedial programs language. 34 of his PAC (Parent -8- deposition Advisory Council) that the in the �monitoring process Task 12.3, is that the for of to Task is new. also The Voluntary heretofore discretionary of Special Task 14.1 that of She admits, the language conceded on page the need that the ratios that it longer than Task education services followed times a ''written parental or a special consent procedures by Lowell, page at is mandatory, and 50, psychological sometimes taking 51. that the Lau Plan's by a parent for special to proceed -9- concerning exceed page education Lowell she not bilingual testified authorized although at as long, request 14.2, psychologists ones, Ms. Adie deposition, Likewise, of Task certain by education 48 of her psychologists, to conduct 14.3, that the language monolingual statement shortcuts the example, no mandate is mandatory. of bilingual two and three Under constitute 49 that Lau Plan of non-bilingual evaluations between of the L. Adie, for is in special on page several Ms. Janice there Parent of Education testified, the -Lau Plan, however, caseloads takes Education, psychologists that Department in Lowell. the 46-49. mandates Massachusetts DOE to use bilingual testing. Plan pages 35, (Kmer and work with See discussion, to on page liaisons who will he implemented the Administrator under 12.4, pursuant admits, parents Lau Compliance (MOE) provisions that, He then two full-time pursuant Coordinator, I implementation, a new requirement. addition Hispanic), Chapter evaluation with shall an evaluation" by DOE and previously has not yet implemented �• these procedures. proceed Adie immediately She also and in several the Lau Plan, upon the deposition. deposition are Under the special the parental evaluation request. admitted, will See pages on page 79 of her Memorandum to Mr. Tsapatsaris, education evaluations 54-56, that that exceed there the 30 day limit. Task 14.4 participate mandates as members on page 57 that persons to the to George the Lowell Public that are mandated of the are Schools the and one half-time requires one full-time is one interpreters. invite these given under their Task liaison Lowell Her 14.5, interpreters has one half-time interpreters. full-time See, admits now mandated. that, Lau Plan. to to attend, community Hispanic, Laotian able Cambodian Ms. Adie has been admits lacks personnel team. participation Tsapatsaris Hispanic one part-time evaluation they their under bilingual in Lowell if She admits memorandum certain practice be present, schedules. that The Lau Plan Cambodian, pages 60-62, and Adie deposition. Ms. Adie education Lowell teachers admits teachers "shall ... " Adie speech admitted on page for there although employ bilingual difficult that are Task no Kmer bilingual 14.6 of the special Lau Plan says sufficient bilingual special education deposition page 66. Nor are there as required by Task 14.7 pathologists 69. somebody She admitted, who is not -10- on page fluent in that as 71, that it the language would of be the �student to grasp extent the of efforts student's errors. by Lowell to She was unaware recruit qualified of the bilingual personnel. Despite ''shall the employ mandatory bilingual services for] impaired or hearing education, these limited on page services education than of this fact such take that there basis for that Lowell and this ensure in the was stated area that of special was a ''disproportionate in 502.4 prototypes" Similarly, ''attempts'' to ensure that physical personnel. placement. ''linguistic minority sufficient such in Task all demonstrated of the that reasons the stated 14.9, requirements students which of LEP and what was needed not 14.10. plaintiffs of the Voluntary -11- of (Memorandum misclassifications above, as Knowledge CONCLUSION For vision Ms. Adie of Task ... " was not shall ... " negotiation Lowell's that who are to Mr. Tsapatsaris. the [for to Mr. Tsapatsaris students memorandum misclassified place reported be more glaring minority to Mr. Tsapatsaris) was that of adaptive therapy Lowell ... or in need disproportionate argued personnel by monolingual Ms. Adie's that children she provided in her plaintiffs not that 74, 14.8 proficient or physical could was the prohibits are English linguistic she admitted of Task education impaired, are No admission number special occupational admitted, language have Lau �.. Compliance Lowell Plan Public Plaintiffs' significantly Schools Motion and for alter hereby An Award the prior request that of Attorney's Respectfully practices of the court grant and Costs. Fees the submitted, PLAINTIFFS, r•. Thayer remont-Srnith Nicholas Nesgos Choate, Hall & Stewart Exchange Place 53 State Street Boston, Massachusetts (617) 227-5020 Date: Boston, August Massachusetts 2, 1989 3904f -12- 02109 �' :r::s:;~C: :..~J • ...,.:..J ~ ...... C:Ckt' :IS ...·t~, : cr :AJ3.ss;.c:r s4...'S OS :l:) •. CA 87-1968 EFH ...: Cxr ~'I':' c~ 10-27-89 ~ LQhlflL HISPANIC I/. G. KOULOHERAS et al ! tdl :SLJ.Gt~!' :& W!NiWtt' • CA:m' 10/27 HARRINGTON,J. - DD~"lffllJl=J ..,.!-• HEARINGHELD ON.ATTYS' FEES; ORDERISSUED; FEES: $80,000-00 & COSTS AWARDED IN AMOUNTOF $5,366-67- {c/s} • - • - ;; .. ~ , . �UNITED STATES DISTRICT COURT DISTRICT OF MASSAC8USETTSt 1:t • ·1-1,;: HISPANIC PARENTS ADVISORY COUNCIL, ET AL Plaintiffs ,~,~y >11 ) ) vs. )· • l CIVIL.ACTION NO. 87-1968-ff ) GEORGE D. KOULOHERAS, ET AL ) Defendants ) DEFENDANT, CITY OF LOWELL'S OPPOSITION TO PLAINTIFFS' MOTION FOR LEAVE TO FILE A RESPONSE TO DEFENDANT'S OPPOSITION TO PLAINTIFFS' MOTION FOR AN AWARD OF ATTORNEY'S FEES AND COSTS Now comes the Defendant, City of Lowell, and opposes the motion of the Plaintiffs, Hispanic Parents Advisory Council, et al, for leave to file a response to Defendant's Opposition to Plaintiff's Motion For an Award of Attorney's Fees and Cost. The defendant requests that the plaintiffs be denied permission to conduct further discovery and to file a response brief. In support of this opposition, the defendant says: 1. The plaintiffs allege in their Motion for Leave to File a Response that further discovery is necessary, in part at least, because of the unsworn nature of the statements made by certain Lowell School Department officials. 2. In order to give those statements the character of sworn statements, they are resubmitted with this opposition, attached to and incorporated into affidavits signed by the school officials who prepared them. 3. The defendant believes that further discovery will cause further unnecessary delay, and will not produce facts not already contained in the affidavits. In addition, further discovery will add to the total of attorney's fees already sought. 4. The defendant believes that the legal and factual positions taken plaintiffs in their brief in support of their Motion for Attorney's will not be effectively supplemented by filing a reply brief. eeney City Solicitor Law Dept., City Hall 375 Merrimack Street Lowell, MA 01852 Tel: (508) 454-8821, 1256A x.259 by the Fees �r .. ' • \. . r- UNITED STATES DISTRICT COURT ,oC I '1 ~ '"7 ..., '' I DISTRICT OF MASSACHUSETTS l ) //: HISPANIC PARENTS ADVISORY COUNCIL, ET AL Plaintiffs ) ) ) ) ) ) vs. GEORGE D. KOULOHERAS, ET AL Defendants CIVIL ACTION NO. 87-1968-"'l ) AFFIDAVIT OF ANN O'DONNELL I, Ann O'Donnell, being belief, do say and depose first duly as follows: sworn, upon personal knowledge and 1. I am now, and was, on February 6, 1989, the Supervisor Bilingual Education for the School Department of the City 2. In January, 1989, I was requested by George N. Tsapatsaris, Director of the Lowell Public Schools to review the objectives which were adopted under the revised Lau Voluntary Compliance compare it with the policies and procedures which were in effect the adoption of the Voluntary Compliance Plan. 3. In response to this request, I prepared a report Revised Voluntary Compliance Plan". A copy of ''Exhibit 1'' and attached to this affidavit. It is reference. 4. The contents of the report entitled "Analysis Compliance Plan" reflect the results of my study be implemented and those already implemented. 5. My analysis, as indicated in the report, was that generally, many of the objectives and tasks proposed under the Lau Voluntary Compliance Plan were already part of the programs and procedures in use within the Lowell School Department. 1256A Project and tasks Plan, and prior to entitled "Analysis of the report is marked incorporated herein by of Revised Voluntary of the plans proposed to Signed under pains of perjury, this Ann O'Donnell of Transitional of Lowell. and penalties ~.ft. day of May, 1989. �• LaiELL POBLl:C SCHOOLS TRANSfTIDNALBf'fJGIIAIfflWA!PNPRQGRAM LDWIHohSchoolRoom020 50 Fn,,teh SttHI &fMsion .I.Dtwill,.,,_.,.,.,,..tis February Ann O'Donnell 01852 . Tel. (508) 937-7692 6, 1989 Supervisor George Tsapatsaris, Project Director Lowell.Public Schools 89 Appleton Street Lowell, Massachusetts 01852 Re: Analysis of Revised Voluntary Compliance Plan Dear George: In accordance with your request, I have reviewed the Revised Voluntary Compliance Plan, approved by the Lowell School Committee November 9, 1988, and am submitting the attached Report. My comments relative to each objective and task reflect whether these procedures, initiatives, responsibilities were in effect prior to the revisions made by the Plaintiffs' Attorneys or whether they are New. In elaborating somewhat, I felt clearer perspective of policies to the law suit. City Solicitor and procedures Sweeney would gain a which were in place prior I am also enclosing for Mr. Sweeney, a set of the various Forms which I made available to the METAAttorneys during our meetings with them. Objectives Childhood responded Please relating to Special Education, Chapter I, Bilingual Early Education, Vocational Education, and Discipline are being to by directors of these programs. inform me if further assistance is needed. Sincerely, ~ Ann O'Donnell, Supervisor Transitional Bilingual Education Attachment§ cc: City Solicitor Sweeney �LOWELLPUBLIC SCHOOLS TRANSITIONALBILINGUALEDUCATIONPROGRAM ANALYSISOF REVISED VOLUNTARY COMPLIANCE PLAN Submitted to George Tsapatsaris Objective Task Object Comment • 1 Task 1.1 Object by Ann O'Donnell 2 *Same. Assignment through by School District PIC with centralized (Desegregation Plan) enrollment New. established *Same. Task 2.1 Project Director having direct line and Staff is new only to the extent (Previously served in that capacity in most instances). Task 2. 2 Project Mayor's Task 2.3 Establishment of Mayor's Bilingual Education Sub-committee ~ew. Minimal changes in expansion of Master PAC as these individuals/ City Wide PAC were invited to participate previously. The Master PAC meetings are held usually seven or eight times during school year and once or twice during summer, as needed. Sub PACs and Master PAC were established since 1972 and maintained continuously since then by TBE Program Supervisor. All meetings have been open meetings and guests and speakers on the Agendas. Task 2.4 Mayor's Sub-committee's responsibilities to dispute resolution has been in place. Task 2.5 This reponsibility previously implied. As a result of Leadership Academy meetings, a Sub-committee was established to explore Staff Development and Inservice Training issues - Report with recommendations submitted to School Committee - release days designated implemented - Deputy Superintendent in charge. This was a School Department initiative. Task 2.6 Most of the data requested is compiled and reported in different reports by the TBE Supervisor. The TBE Program Supervisor reports the following data in the "Bilingual Questionnaire" submitted annually to State Department of Education: Director Bilingual a, d, e, g (never authority over TBE Supervisor of being formally designated. as Superintendent's designee serving as Superintendent's representative Education Sub-committee New. completed), i, k. are New. Policy to relative �, (b). Data regarding annual assessment of English language skills is submitted to Bureau of Transitional Bilingual Education Program annually. All of the information requested in ''(b)'' is recorded on each student in TBE by teachers on An Assessment Record Form devised by TBE Supervisor. Pre and Post test scores and dates for English proficiency (Aural,Oral) Reading, Writing, Math, and Native Language Literacy are recorded. One copy is retained in TBE Office files and the other retained by teacher. Some of the assessment data is recorded on the Bilingual Pupil Study Team Report form which must be completed for each student being considered for mainstreaming (exiting) from the TBE Program. (c). A new form was devised by TBE Supervisor last Spring to record the absentee rate on each student in Kindergarten through Eighth Grade. (e). Promotion lists within TBE as well as Retainees in Same Grade in TBE forms are completed annually on all students K-8 and filed in TBE Office. (f). This data is compiled for all High School students (TBE and mainstream) by High School Head Master, Guidance and Data Processing Department. (g). A greater effort High School/Guidance. must be initiated/followed through by (h). Responsibility of LAU Assessment Specialist. In our Original and 1980 Revised LAU Plan, the LAU Coordinator had this reponsibility. (Position and title changed). (i). Lists the year. (j). Special maintained by TBE Supervisor Education's and updated throughout responsibility. (k). Also submitted to TBE Bureau in Bilingual Program Plans which now are submitted every three years. (Previously, annually). Program Plans are submitted, reviewP.rl and must be approved by Master PAC for TBE Program. Please Note: All of this information is included in the Revised 11/9/88 by School Committee) because during almost from July 87 to Feb 88 attended by Project Director Supervisor with the Plaintiffs and iheir Attorneys, and reporting of student data was discussed. The provided copies of all of the Program's Reporting Object 3 (1) (2) (3) These were Lowell Public to the Law Suit. - 2 - Plan (approved weekly meetings and TBE collection TBE Supervisor Forms. School initiatives prior �* Same. Task 3.1 Task 3.2 Has done so in the past - Two Way and New programs must have school based planning and development with input/support of TBE Supervisor. Task 3.3 The Master PAC has always been advised/consulted regarding development of new programs and continuation of established ones. Task 3.4 Task 3.5 This introduction of various approaches in developing literacy, (including whole language approach),-have been, and continue to be, introduced and maintained in the TBE Department - The Program Supervisor has brought in numerous consultants to inservice Staff in these approaches, as well as providing opportunities to attend conferences, workshops, and visit other school districts. Task 3.6 Task 3.7 The establishment of the Linguistic Minority Center currently entitled the Urban Education Cen~er, was the results of the efforts of Gretal Clark, George Tsapatsaris, and the TBE Program Supervisor from Lowell and Lawrence - securing 636 funding. While the Center staff initially trained/coached Bilingual Program Staffs in these two school districts, they currently service many standard classroom teachers in several schools. Preservice and continuing inservice will be provided to new programs just as inservice is maintained in the TBE Program. School Department initiative. TBE Program class thus, are smaller sizes must conform to Chapter than standard class sizes. 71A mandates and Assessment of Program needs has been the responsiblity of the TBE Program Supervisor who articulates these needs to the Superintendent and Project Director. It is the Superintendent's responsibility to convey these needs to the School ColllI:littee. Task 3.8 * Sarne. Task 3.9 The assessment of housing/staffing needs for the next academic year are usually begun in early Spring. They are continuously reassessed throughout the school year and during the Summer because of the continuing enrollment. Task 3.10 These procedures Task 3.11 The School Department continues exploring new avenues initiating and expanding work-study, college-oriented, development programs. Task 3.12 This has been in place Object 4 Task 4.1 were initiated/developed * Sarne. * Sarne. - 3 - for some time. by the School Department. for language �- Task 4.2 Support Staff the exception ••• -------------------- listed were in place of the following: prior to the Law Suit with Khmer Component Facilitator (Posted) Parent Advisor Council Coordinator (Re-posted no qualified applicant) Task 4.3 * Same. Task 4.4 * Same. Task 4.5 several times - In place. A native speaker who represents the parents/community and who assesses the native language proficiency of the applicant, serves on the Personnel Interview Team for all administrative, teaching, and liaison positions in the TBE Program. In most instances, Instructional Aide applicants are interviewed by the Deputy Superintendent and then approved by the School Principal. Change. This section calls for representatives from the Master PAC to serve on the Personnel Selection Advisory Committee to interview school-based administrative position applicants (schools with TBE classes) as well as for Central Administration positions effecting all studnets. Two parent representatives will be named by the Master PAC to the P.S.A.C. when interviewing for Bilingual Program administrator positions. Object 5 Task 5.1 *Same. Drop NTE for Bilingual teachers Bilingual long-term substitutes /New. status has been in place. Task 5.2 This is usually the case. Task 5.3 This is usually the case. Task 5. 4 The TBE Program Supervisor Task 5.5 While the Master PAC and community organizations have given input into recruitment procedures for linguistic minority personnel, it appears through this task that more direct input is requested. Task 5.6 This procedure though. Task 5.7 This takes place annually - Staff meetings, staffing and training needs assessments are conducted throughout the school year - not always through Questionnaires. For Title VII Evaluation, K-8 teachers completed Staff Development Questionnaires (Inservice and C6nferences) arid Parents evaluated Liaisons and PAC meetings/ workshops' effectiveness. Task 5.8 Program plans and budgetary not always by February 1st. • serves has been in place - 4 - on the interview - not necessarily requests are reviewed team. by February 1st, with Master PAC, �• Task 5.9 For years, the TBE Program Supervisor has received commendations from the State Supervisor from the Northeast Regional Education Center in her Annual TBE Program Review Report for continued outstanding pre and inservice training provided the TBE staff. Collaboration between Lowell's TBE Program and University of Lowell and Center for Field Services and Studies has been in effect for years. A Masters ESL Program; a Masters in Bilingual Education; an Undergraduate course program for Southeast Asians teachers; a Masters Program leading to ESL certification for Grandfathered teaching; inservice training for Instructional Aides are only some of the programs initiated. Inservice training has been provided by staff from: (l)The Multifunctional Education Resource Center, Providence, R.I.; (2) The National Origin Desegregation Center at Columbia University; (3) Notre Dame College in Manchester, New Hampshire; (4) Boston University school of Education as well as the Division of Social Services; (5) University of Massachusetts, Amherst. There are presently several in the internship program. Lowell's students Vermont. teachers TBE Program has also from the Internation in the TBE Porgram participating been a selected internship site for School of Training in Brattleboro, Task 5.10 The itemized topics/areas are being addressed inservice and course offerings. Task 5.11 This is in place. Task 5.12 While this is our objective, it may take a longer period of time for the Southeast Asian teachers to attain certification. Task 5.13 This is occurring Task 5.14 The Deputy Superintendent is assisted Leadership Academy Agendas. Object 6 Task 6.1 - a School Department through our initiative. in this effort by the *Sarne. *Sarne - in place. Task 6.2 Although all notices have been provided to parents of TBE Program students in native as well as English languages for years, there is a more concerted effort for notices in two languages to be provided for mainstream minorities. Task 6.3 Translations Object This is now being 7 are provided when requests are submitted implemented. - 5 ( in advance. �Task 7.1 Being implemented. Task 7.2 Equal access to computed assisted effected since the 1987-88 school Object In place 8 Task 8.1 Task 8.2 9 Object In effect now as a result has been of the Law suit. now. * Same - School Committee approval has always been required for TBE classes to be assigned to a particular school; however, not required for designated location within the school. * Same - has been in place Task 9.1 We are in compliance Task 9.2 In place Task 9.3 instruction year. * Task 9.4 since for years. thus far the acceptance this year. (New) of the Desegregation Plan. Same. Time frame is new. Task 9.5 * Same. Task 9.6 * Same. Object * Same. Task 10.1 * Same. This criteria was taken from the bilingual Pupil Study Team Report Forms which have been used for the past eight or nine years. The TBE Supervisor provided a copy of the Form to the Plantiffs' Attorneys prior to their revision of this Compliance Plan. Task 10.2 * Same. I have kept the Superintendent and Project with this data for the past several years. 10 Task 10.3 Task 10.4 Task 10.5 Task 10.6 Procedure Policy. * adopted as a result of the Voluntary Director informed Desegregation Plan Same. Parental participation has always been a requirement in mainstreaming procedures (Bilingual Pupil Study Team). parents cannot attend meetings, they are notified of the in writing. Lateral mainstreaming only became an issue as the result procedures followed in one school last year. the When results of Monitoring of exited students by the LAUAssessment Specialist has been in place since the LAU Compliance Plan was developed in 19 77. - 6 - �Task 10.7 Procedures for integration into the academics have been in place, but scheduling for integration, particularly at the_ Junio.r High level, is difficult and needs creative solutions. Object This has not been addressed 11 Task 11.1 Culturally Task 11.2 To be initiated. Task 11.3 In place. Task 11.4 To continue. Task 11. 5 Implemented by School Department during Leadership Academy. Task 11.6 New. Task 11.7 New. Task 11.8 New. *These objectives of the Voluntary and tasks Compliance appropriate adequately alternative were being implemented Plan by the Plaintiffs' - 7 - in the past. programs must be developed. as a result of planning prior to the revision Attorneys. �NUMBER OF YEARSENROLLED IN LOWELL'STRANSITIONAL BILINGUALEDUCATION PROGRAM CRITERIA: First year (excluding Kdg.) - two semesters of 90 days each with_!!£ _more than 10 absences per semester. Second year •· four semesters of 90 days each with_!!£~ than 10 days absent~ semester. Third year - six semesters of 90 days each with no more than 10 days aosent each semester .. A complete Spring· semester followed by a complete Fall semester are considered consecutive. DIRECTIONS:Please record the number of days enrolled per year and the number of days absent each Report Card period for each student from the date of enrollment in Lowell's TBE Program. Please use two lines if a student has been enrolled longer than five years. Return the completed form to the TBE mail box at Central Administration by Thursday, June 23, 1988. Thank~(TBE Office will compute Years Enrolled in Lowell's TBE Program.) . SCHOOL GR.iDE: NATIONAL IT' : TE, CHER(S): - Days Enrol, 1987/1988 Absences 1 Days • . I. 1st ·2nd 3rd 14th Enrol. I I I 1986/1987 fbs1 ncei 1st: 2n, 3r, 4th I ' I . I I I • I ' ' I I ' I I I I I ' ' I ' I ' I . I ' I 'I I ' ' I I I I ' I • I I I I ' I I I I . I I I I I .. . I . I I I I I I I ' ' I I ' I ' I ' ' I ' ' I I I 'I ' I I I I . 'I I I -· ' I ' I ' I I . I I I ' I I I I I . I I . I ' . I . I I ' I I ' ' ' I . ' ' I ' I ' ' I I I I ' I ' I ' I . ' I ' ' I I ' ' 'I 'I 'I ' I ' I I I I I 7 I ' I 7 I I • I . I ' I I ' I I ' ' I I ' ' I I ' ' ' ' I I ' ' I I I I : I I I I I I I ' ' I I I ' ' ' I I I ' I I • • I I -, -, I I ' ' I I ' ' ' I I I ' I 'I ' ' I I ' ' I I ' ' I I ' ' I I : I ' I I 7 • I i I I I I I I I ' I I I I 7 I I ' I I I ' ' ' I I I I I 7 I I ' ' I I I I ' I I I ' ' ' I ' I I I I I I ' ' I I I ' I I r-- I I I ' I I I ' I I I I ' 7 I . ' I 'I ' ' I I I ' I I I I ' I ' ' . . . - . I . I I I • I • I I . ' . ' I I I I I . I ' ' I I I I I . I ' I I I Days Enrol. 198J/l964. Absences 1st 12~d jrd 14th I . I I I . I ' ' ' I I Days Enrol: 1984/1985 Absences 1 1st -,I 2nd -,I 3rd 14th I I ' 'I . ' I I I . ' I I I I ' I I I I I I I I I I I Days Enrol. 1985/1986 JAbsePJces I I ls ; 2nd 3rd .4th ' I I Date Enrol'd Lowell "'D" Yrs. En,ro11 �LOWELLPUBLIC SCHOOLS TRANSITIONALBILINGUALEDUCATION PROGRAM TITLE VII PROJECTLOHELL Page .1 TESTING RECORD TEACHER ..... ·-•··--- •· 1987-1988 GRADE .. .. GINN Gll\N GIJN GINN MATH .JORDI DENTI fl CATION VOCABULARY DEVELOP. {EADlNGCOHP.\EHENSlON ECOllING-LANG. ARTS TEST ' ·1 POST PRE PRE POST PRE POST PRE POST PRE PRE POST POST· DATE ,EVELiDATE.EV DATE LEVEL~ATE LEV. DATE .EVEL DATE.EVEIDATE -EVEL DATE .EVEL DATE"EVELDATE.EVE DATE LEVELDATE LEV IPT VERBALFLUENCY ----- ----··-· -- SCHOOL ·--··--- ' I· -- I -- I . ' • �LOWELL PUBLICSCHOOLS TRANSITIONAL BILINGUALEDUCATION PROGRAM TEACHER TESTINGRECORDPage 2 TinE VII PROJECTLOWELL 1987-1988 SCHOOL GRADE • ENGLISHWRITING Writing Skills Rating Scales Pre DATE RATING STUDENT Post DATE RATING NATIVELANGUAGE READING Spanish Portuguese Pre ?ost Pre Post DATELEVEL DATELEVEL DATELEVEL DATELEVEL TESTS LITERACY Cambodia"n Vietnamese Laotian Post Pre DATE LEVEL DATELEVEL I . . - ' .. I. I \ .- .. .. .. .. . . �LOWELi,PUBLIC SCHOOLS . n l I. l NG UA L TRANSITIONALBILINGUALEDUCATION PROGRAM I' u I' I L S T U D Y T E AM MAINSTREAMED RE P 0 RT STUDENTSRECOMMENDEDFOR STANDARDCURRICULUM SCIIOOL: Cl.ASS: TEACIIERS: (Nat.) STUDENTS'NAMES (Grade) (lli I ingual) TESTS RESULTS 00 00 . 00 --.. r-- > .,: ., U) U) co "' ... "' .... u -0 '-' STATE BASIC SKILLS FOR GRADES3-6-9 ENG. GINN/ ADD. READ. MATH.WRIT. BIL. POST BASALBASAL TCH. IPT DATE: (ESL) RECOMMENDATIONS READ. MATII. . "' 00 ESL STD. CHAP PRIN CURR SP. LAU TCH. TCH. ITCH COORD FAC. "' .,--.. -0 00 "' 00 TBE SUP':.. '-'"'"' COMMENTS I .,, • • . - --- �••••• B I L I N C U A L • P U P I I. • • ···•-.• ., ............... S T U D Y .., ••• ~ J.Vl"I L,tJU\,,I\• T E A H rt\Vl,KJ\.M RETAINED R E P O R T STUDENTS RETAINED IN BILINGUAL- SAME GRADE SCHOOi.: _____________ CLASS:_________ (Nat.) STUD~:NTS'NAMES _ (Grade) TEACIIERS : __ TESTS RESULTS CX) CX) -,-. co QI -c, . 00 > < (I) (I) .... "' ... u "' 0 -:---:---:--------------------(Bilingual) DATE:________ (ESL) RECOMMENDATIONS STATE llASlC IPT READ. HATH. SKILLS FOR GRADES)-6-9 ENG. GINN/ ADD. READ. HATH. WRIT. BIL. POST BASALBASAL TCII. °' .... °' CX) ESL STD. CHAP PRIN CURR SP. LAU TBE TCIL TCH. l TCH COORD FAC. SUPV. ., ,r I I . .. • ' .. ' -- ., ..."" 0...t -c, CX) CX) COMMENTS _ �LOWELi,PUBLIC SCHOOLS 1l l L I NGUA L TRANSITIONALBILINGUALEDUCATION PROGRAM p u I' J L S T UDy T EA M BILINGUAL PROMOTION RE P 0 RT STUDENTS PROMOTED IN BILINGUAL FOR 1988-1989 CLASS: SCIIOOL: TEACHERS: (Nat.) DATE: (Grade,) (lli lingual) TESTS RESULTS STUDENTS'NAMES co co ...... ..... co . 00 > <( ., .... ... u 0 "U <11 VI VI <11 STATE BASIC !PT READ. MATH. SKILLS FOR GRADES3-6-9 ENG. GINN/ ADD. READ. MATH.WRIT. BIL. TCH. POST BASALBASAL (ESL) - RECOMMENDATIONS °' co . ESL STD. CHAP PRIN CURR SP. LAU TCH. TCH. l TCH COORD FAC. "U <11co TBE SUPV. 0-...°' , ' . . . • .. . ...•.. ' \ • • - .. - . - °' .,...... co COMMENTS �UNITED STATES DISTRICT COURT • ; .,. I DISTRICT OF MASSACHUS.iTTS t! '89 HISPANIC PARENTS ADVISORY COUNCIL, ET AL Plaintiffs ) ) ) vs. ) GEORGE D. KOULOHERAS, ET AL ) ) Defendants CIVIL ACTION NO. 87-1968-K ) AFFIDAVIT OF DR. JANICE L. ADIE I, Janice L. Adie, being first duly belief do say and depose as follows: sworn, upon 1989, the Acting Special of the City of Lowell. personal I was on January 23, The School Department 2. On January 18, 1989, George N. Tsapatsaris, Project Director for the Lowell School Department, asked me for information regarding Special Education processes, procedures, and services with regard to linguistic minority students in the Lowell Public School System, and the changes which were to be implemented under the Lau Voluntary Compliance Plan. 3. In response to Mr. Tsapatsaris' request, I analyzed the tasks planned for implementation under Objective No. 14, Special Education, and compiled the results in an "Inter-Office Memorandwn", dated January 23, 1989, which I sent to George Tsapatsaris. A copy of that memorandum, marked "Exhibit 2", is attached to this affidavit, and incorporated herein by reference. 4. Under the Lau Voluntary Compliance planned for implementation. no new programs Administrator and 1. Plan, Education knowledge were for developed Signed under pains and penalties of perjury, this --~ay of May, 1989. Dr. 1256A L. or �--~ LOWELLPUBLICSCHOOLS . - . .. ' ' DEPARTMENT OFSPECIALEDUCATION !.;, Marci MurphySpecial Ed Center 57 TenthStreet 21 I t;, ' Lowell,Massachusetts01850 . - Tel: Date: INTER-OFFICE To: George From: Dr. Subject: Voluntary Tsapatsaris, Janice (508) 937-7685 23 Jan 89 MEMORANDUM Project L. Adie, Acting Compliance Plan Director SPED Administrator The following is in response to your verbal request of 18 Jan 89 for inform~tion on prior SPED processes, procedures and services with regard to linguistic minority students. The responses are organized accorrling to the tasks delineated under the special education section of the Voluntary Compliance Plan. TASK 14.1. All psychological testing in Spanish and Portuguese currently is, and previously was, conducted by bilingual persons. All psychological testing in the Southeast AsiaJ languages currently is and previously was conducted by a Thai psychologist who is proficient in the cultural background of the Southeast Asian students. Though DOE allows the use of monolingual psychologists with interpreters, the Lowell SPED Department has always attempted to provide testing by bilingual, appropriately certified psychologists. TASK 14.2. Caseloads for bilingual psychologists those of monolingual psychologists. have high caseloads. TASK 14.3. Special Education evaluations often exceed the thirty (30) day time limit for majority and minority students. A Task Force is addressing this issue. Parental consent currently is, and previously was, sent home in the primary language within five (5) days of referral. A written request by a parent for SPED services does initiate a SPED evaluation, and the parent is sent a consent form within five (5) days. TASK 14.4. Bilingual personnel working with linguistic minority students have always been invited to participate in the TEAM process. For students enrolled in monolingual cl~sses where the home language is other than English, bilingual personnel are not usually involved in the TEAM process unless TEAM mecbers feel it necessary or unless bilingual personnel request involvement. have not exceeded All psychologists �-2.• •• TASK 14.5 . The Lowell Special Education Department has one half time Spanish (20 hours/week), and one half time Cambodian (15 hours/week) community liaison interpreters. TASK 14.6. The Lowell School Department has employed sufficient bilingual special education teachers. Classes for Khmer speaking students have been taught by monolingual teachers with Khmer speaking aides. The Portuguese class has been taught by a monolingual SPED teacher with a Portuguese speaking aide and classes in Spanish have been taught by bilingual SPED teachers. For the past two (2) years the K-2 spanish bilingual class did not have a bilingual teacher. This was remedied this year. TASK 14.7. The SPED Department speech pathologists. sufficient monolinugal TASK 14.8. Students of LEP who are vision impaired, or require adaptive by monolingual staff. TASK 14.9. Last year linguistic TASK 14.10. Attempts minority language • there was minority have always students of barrier . has not had any bilingual We also have been unable speech pathologists. impaired, P.E., OT, a disproportionate students in 502.4 hearing PT are certified to locate serviced number of prototypes. been made to ensure that LEP are not misclassified linguistic due to a �.. UNITED STATES DISTRICT COURT DISTRICT OF MASSAGHUS&TTS: HISPANIC r•1 ••• 11 e ..., ,y, 111 '80 ) PARENTS ADVISORY COUNCIL, E!lr-AL • Plaintiffs I .) ) ) ) ) ) vs. GEORGE D. KOULOHERAS, ET AL Defendants CIVIL ACTION NO. 87-1968-~ ) AFFIDAVIT OF TADEUSZ H. RURAK I, Tadeusz H. Rurak, being first duly belief, do say and depose as follows: sworn, 1. I am now, and was on January for the Lowell Public Schools. the 2. In January, 1989, I was requested by George N. Tsapatsaris to compare the Chapter 1 programs in place before the implementation of the Lau Voluntary Compliance Plan with those to be introduced under the plan. 3. The results of my investigation to Henry Mroz, Superintendent dated January 23, 1989, is incorporated herein by reference. 4. In general, my analysis of the programs revealed that Voluntary Compliance Plan, minority and non-minority provided equal access to Chapter 1 programs. prior to the Lau students were 5. Selection proficiency English 6. Since the implementation been supplemented to Pawtucketville Memorial High School. for Chapter alone, but 1 23, 1989, upon Director of knowledge Chapter and 1 programs were compiled in a memorandum which I sent of the Lowell Schools. This memorandum, marked "Exhibit 3" attached hereto and services on educational was not based deprivation. on Speaking of the Compliance Plan, Chapter 1 Services have provide Spanish Remedial Reading at the School and Khmer Remedial Mathematics at Lowell Signed under pains of perjury, this 1256A personal and penalties 9-/i... day of May, 1989. �LOWELLPUBLICSCHOOLS 89 APPLETONSTREET LOWELL,MA 01852 Tel. 937-7621 937-7622 937-7623 TADEUSZH. RURAK CHAPTER I DIRECTOR TO Henry J. Mroz, Superintendent of Schools FROM: Tadeusz H. Rurak, Chapter 1 Director SUBJECT: Civil Rights Complaint Regarding Chapter 1 DATE: January 23, 1989 ~ )(:~ Prior to the Civil Rights complaint, Linguistic minority students were provided equal access to Chapter 1 Services. Through uniform criteria, children were selected for participation on the basis of educational deprivation, not on the basis of English speaking proficiency alone. The referral/selection process ranked students according to greatest need. A system-wide rank order eligibility list identified students in greatest need. These instructional services were provided in the English language. The Chapter 1 Director, the Project Director and the Bilingual Director met regularly to address the needs of the Bilingual Department, and to address the remedial services for the linguistic minority students. The State Department of Education participated in the coordination of efforts between Bilingual, Special Education and Chapter 1 programs, and in the monitoring of remedial services for the Linguistic Minority Student. Since the complaint, this year Chapter 1 instructional services have been provided in the native language at the following sites: Spanish Remedial Reading at the Pawtucketville Memorial School and Khmer Remedial Mathematics at Lowell High School. Two full-time Chapter 1 Parent Liaisons: one Native speaking Khmer and one Native Speaking Hispanic have also been added to the program. �- I If F CERTIFICATE OF SERVICE j\,, f.1 ll, I, Thomas E. Sweeney, City Solicitor, hereby certify that on this date, May 10, 1989, I mailed a copy of "Defendant, City of Lowell's Opposition to Plaintiffs• Motion for Leave to File a Response to Defendant• s Opposition to Plaintiffs' Motion for an Award of Attorney's Fees and Costs", postage prepaid, to Alan Jay Rom, Esquire, 294 Washington St., Suite #401, Boston, MA 02108 and Attorneys Roger L. Rice/Camilo Perez-Bustillo, 50 Broadway, Suite 401, Somerville, MA 02145. Thomas E. Sweeney City Solicitor 1256A �• .. ,.- \ 3•~1:\\. 'ti~ UNITED STATES DISTRICT COtiR~\~ DISTRICT OF MASSACHUSETTS ) ) ) ) ) ) ) ) ) ) ) LOWELL HISPANIC PARENTS ADVISORY COUNCIL, et al., Plaintiffs, v. GEORGE KOULOHERAS, et al., Defendants. ; CIVIL ACTION NO. 87-1968-H ) ____________________ ) PARTIAL REPLY BRIEF TO DEFENDANTS' OPPOSITION TO PLAINTIFFS' MOTION FOR AN AWARDOF ATTORNEYS' FEES AND COSTS This memorandum Opposition to and Costs. tained correct the the I . to davit seeks factual to for correct Plaintiffs further The Plaintiffs Are brief, statements to an Award legal Defendants' of Attorneys' Fees misstatements con- Reply to A supplemental in after the Defendants' they have had Brief brief will an oppor- discovery. Entitled opposition a reply reply certain brief. conduct form, Motion misstatements by the In their submit in Defendants' be submitted tunity submitted Plaintiffs' It in is to the the To Conduct Plaintiffs' Defendants made Further by certain motion have resubmitted, Lowell school Discovery. for leave in affi- to �• officials originally claim that further this change discovery argue that already additional contained the Civil at right Civ. time R. days of the for precludes a party ters the discussed Services should ments v. have made vit. not II. Plaintiffs In part the Plaintiffs u.s.c. § further 1988 to depose the R. depositions is only within there submission discovery is of on the thirty subject New England (1st Cir. 1987)(district discovery to on statements has investigate a party has contained a right to in conduct no affidavits e.g. 286 person Fed. Further, See any of action." a witness the Rules matData court state- a right to an affidadiscovery on by an affidavit. Are II an affidavit a right Clearly a party of Federal depose that an affidavit). raised any not the Id. 829 F.2d In addition, issues to conducting a witness no facts Under conduct affidavits. permitted makes Defendants purpose of to of process. Becker, cross-examine court seeks the statements produce the have proposition in in will understand of from the Defendants unnecessary. commencement a party service of discovery. the Leave authority format Plaintiffs "after Opposition. affidavits. to the where their Plaintiffs conduct 30(a). required the the fail to to discovery in Procedure any in by the Defendants and appended of are "Prevailing their not precludes Parties" Opposition entitled an award the to of -2- Under 42 Defendants attorneys' attorneys' fees fees u.s.c. § argue that because for 1988. 42 claims �brought Plaintiffs' u.s.c. action also u.s.c. and 42 § 20 under 1988, the action § 1983, that Nichols of then the proficient students Civil of Rights tions. In obtained Thus, the the u.s.c. § In ancestry Plaintiffs and are to 1964, in case the have clearly therefore in 563 1 and limited concern- English that proper VI of its sought relief sought in the instruction and have succeeded In rulings and Welfare 2000(d) to 1703(f). (1974). of Title the entitled Plaintiffs' case Plaintiffs to the seminal violation identical of 42 U.S.C. allegations § 2000(d) § provide 42 U.S.C. in regulations involving § 42 U.S.C. 414 U.S. upheld the u.s.c. of failed almost the that 20 instruction system of of Education a case instant relief VI relief scribed Act violation Health, in Chinese heart Nichols, fact included the Court of the under are overlooks the children school in Supreme for relief that Lau v. Department requirements Francisco was argument the Despite of which argue education, Lau v. ing both Lowell Defendants• 1703(f). sought Defendants was bilingual § to the regulaand in Lau. achieving Title fees under attorneys• San 1988. addition, by section it is well 1703(f) established is coextensive that with the conduct pro- that Although the Supreme Court has since modified the required standard of proof, the Supreme Court's holding in Lau that all children are entitled to an equal education still stands. See Guardians Ass'n v. Civ, Serv. Com'n of City of N.J., 463 U.S. 582 (1983). l/ -3- 42 �• prohibited by the Casteneda v. 1703(f) duct Pickard, merely ed to by§ 989 attorneys' Cir. the for § 2000{d). 1981). of 1988 Section the fact conduct,§ fees 42 U.S.C. instance Given similar and (5th a specific 2000(d). proscribe provide Amendment 648 F.2d provides proscribed § 2000(d) Fourteenth kind that§ con- 1703(f) should prevailing of be parties and interpretunder § 1703(f). III. An Award of Attorneys' In part an award III of of their attorneys' agreed to Plaintiffs would seek the support Court for entry attorneys' costs and they would oppose was ever made entitled to of fees fees during Courts actions because the v. Helqemoe, 581 F.2d for the simply Gagne, it the they grant disclose of the Consent 448 U.S. 275, 279 that did not been 122, (1st fees struck 129 Cir a party announce -4- fees, not be availability Decree. in civil between 1978). its that no argument the (1980); may not would indicated would not or notified they Defendants did has no legal that Plaintiffs attorneys' the Plaintiffs for that the that is Decree While negotiation proposition because Consent application a settlement See Maher There In fact, fees. now that routinely after the argue because knowing fees. Plaintiffs' until Defendants without position. of Be Unjust. be unjust attorneys' this Not the would settlement before seek Would Opposition fees Defendants factual Fees the Nadeau There recover intention rights parties. v. is no support attorneys' to do so fees �beforehand. the At the instant years. case, Thus, Defendants fees. their position, at because IV. the parties had The Defendants' Reasonable part, by looking These fees rates in are are the to to 465 U.S. entitled to the issues. Schools, 911 look See 611 F.2d for community 886 at e.g. 624 (6th to Cir. without are to regardless -5- of is fees before 42 is Reasonable. Motion that the is exces- merit. determined, charged in the prevailing of whether counsel. the and Board 1979), 1979) Plaintiffs according (1979). Cir. support Plaintiffs' attorneys v. seek in contend by the experience Northcross attor- Fees Additionally, counsel's could 367. or nonprofit (1984). eleven the attorneys' and Costs is for in negotiations, settlement at customarily by private Stenson, denied decree place (9th Attorneys' requested be calculated relevant represented Id. Fees rates 365 Opposition rates in Defendants the for consent Plaintiffs court argument hourly the been by the the their fees had 608 F.2d of Attorneys' sive. the passed. in of settlement cited Request attorneys' the negotiated been of 1988 Clark, had amount signing that case, The Plaintiffs' an Award § case Aho v. 1988 the of on notice The Defendants for time In that § U.S.C. the The only inapposite. of 42 U.S.C. were neys' time cert. community. market Plaintiffs Blum v. court familiarity of Ed. in is with of Memphis denied, 447 U.S. City �As set member of Lawyers out the Boston Committee hourly rates community the criteria have the v. Morizio, the fees 759 F.2d 577 (7th Cir. factors Plaintiffs' attorneys and the requested 461 U.S. experience relative paralegal are association Muscare rate through for for reasonable. Difilippo v. each Quinn, 614 of consideration and expertise fees appropriate See e.g. in addition attorneys' Boston In this the to one another. factors, in the and bar 1988. 1985); the Mr. Rom, employed in considering section of the A), experience. bar was established to these the private The hourly and the criteria, Eckerhart, under Committee those similar pertinent 1980). attorneys consideration with 231 (2d Cir. attorneys above consistent with a as Exhibit including of the Marcellino, (attached lawyers, attorneys held J. Steering Rights are standards award of attorney Plaintiffs' Civil staff for been of James Bar Association's counsel respect, F.2d Affidavit for for as Plaintiff's legal in the of each Giving to the each of of special other Hensley of Plaintiffs' See Hensley v. 424 (1982). CONCLUSION For Opposition these reasons to Plaintiffs' the Court Motion should for -6- deny Defendants' an Award of Attorneys' Fees �and Costs discovery and grant in support the of Plaintiffs' their request motion for to conduct attorneys' further fees. Respectfully submitted, HISPANIC PARENTS ADVISORY COUNCIL, et al. By their attorneys, Thayer Fremont-Smith Choate, Hall & Stewart Exchange Place 53 State Street Boston, Massachusetts (617) 227-5020 CERTIFICATE OF SERVICE I HEREBYCERTIFYTHAT A TR'UECOPY OF THE ABOVE' DOCUMENTWAS SERVEDUPONTHE ATTORN.EYOF RECORD .FOREACH OTHER'.PARTYBY MAIL-HAND ON Thayer Dated: May 19, 1989 8266r -7- Fremont-Smith 02109 �UNITED STATES DISTRICT COURT DISTRICT OF MASSACHUSETTS ) ) ) ) ) ) ) HISPANIC PARENTS ADVISORY COUNCI L , e t a l . , Plaintiffs v. GEORGE D. KOULOHERAS, et Defendants al. CIVIL ACTION NO. 87-1968-H ) )) ______________ AFFIDAVIT I, James J. 1. I am Marcellino, a of Gaston specialize in business a true and 2. complete application for 3. For Steering under Law fees Cammi t tee"). Committee of rates Cammi t tee, the the Lawyers that for staff including Mr. have capacity lawyers Rom. of been Association the follows: Litigation I Exhibit A 1s the Alan chair a member for Rom's the employed of Civil (the of Committee. was Jay action. Bar became the as support Committee I as resume. Lawyers 1987, say Massachusetts. above-entitled Boston in in Attached in I and Boston, my current years the responsibilities hourly in of In of Affidavit several of 1n litigation. this Committee depose attorney & Snow copy I submit MARCELLINO on oath, practicing Department J. OF JAMES Rights· "Lawyers the Ethics Among establishment by the the my of Lawyers �• 4. from In the consultation Steering recommended to attorneys, with Committee, the recommendations, and Boston. Based experience the hourly on and our the appropriate hourly The Steering Committee September of In fair and 1987, ln upward since lower than The testify rate for in that it light time, should knowledge, Mr. of our our attorneys law firms in knowledge, we concluded Rom was our staff the general Boston, Mr. my opinion hourly when $175 that per recommended rate of established, of because information on for the reasonable fact, my personal in for developing various and adopted my opinion, especially ski 11. of lawyers rate rates we hour. rate in 1987. 5. was hourly resumes rates lawyers experience, In the review, ski 11 as trial Rom. reviewed experienced with Committee Mr. we other all Steering including involved three his the that $175 in considerable rate hourly has rate for the Mr. summer experience not probably Rom been is of and adjusted somewhat be. set forth and in this I believe regarding a Affidavit that fair and is based I am competent reasonable on to hourly Rom. SIGNED UNDER THE PENALTIES May, 1989. OF PERJURY 5 4 5 5m - 2 - this 16th day of �• Sl47m:S/S/8q EXHIBIT A RESUME JAMESJ. MARCELLl~O,ESQ. Mr. Marcellino is a partner of Gaston & Snow, specializing in business litigation. He is admitted to the Massachusetts Bar and various United States district and appeals courts. He is a graduate of Holy Cross, Boston College Law School, and Boston University Graduate School of Management. While in law school, he was a legislative assistant to the President of the Massachusetts Senate. Upon graduation, he served as a VISTA volunteer in Detroit with Community Legal Counsel, and thereafter as a Deputy and then Special Assistant Attorney General in Massachusetts. Immediately prior to his joining Gaston & Snow, he worked for the Boston Redevelopment Authority as Project Director and attorney for the Downtown Waterfront - Faneuil Hall ~rban Renewal Area. Mr. Marcellino is a Visiting Professor at Boston College Law School in high technology law and lectures on litigation, with particular focus on computer and intellectual property matters, to client, industry and professional groups. Mr. Marcellino served on the High Technology Committee of the Center for Public Resources, which developed model procedures for the use of alternative dispute resolution in technology disputes. His publications include "Expert Witnesses in Software Copyright Infringement Actions" (Computer Law Journal, Vo 1. VI, No. 1), and "Due Di 1 igence as a Two-Edged Sword: Potential Liability of Venture Capitalists Funding High Tech Start-Ups" (an article which he co-authored in the University of Santa Clara Law School Computer and High Technology Law Journal, Vol. 2, No. 1). Mr. Marcellino is Chairman Boston Bar Journal, a member College Law School, and a Conservation Commission. of the of the member Board of Editors Alumni Council of of the Town of of the Boston Mi 1 ton �AO 90 !Rev. 11/87) Deoosition Subpoena if ' ~nitco ~tatcs <nourt DISTRICT OF __ M_A_S_S_A_C_H_U_S_E_T_T_S _______ ________________ HISPANIC ~ istrict _ PARENTS ADVISORY COUNCIL, ET AL Plaintiffs DEPOSITION SUBPOENA V. GEORGE D. KOULOHERAS, 2T AL Defendants CASE NUMBER: 87-1968 TYPE OF CASE -K SUBPOENA FOR (X CIVIL XJ PERSON O CRIMINAL iX! OOCUMENT(S) or OBJECT(S) TO: Tadeusz H. Rurak Lowell Public Schools 89 Appleton Street Lowell, Massachusetts 01852 YOU ARE HEREBY COMMANDED to appear at the place, date, and time specified below to testify at the taking of a deposition in the above case. PLACE DATE ANO TIME Choate, Hall & Stewart Exchange Place 53 State Street Boston, Massachusetts (617) 1:00 1989 P.M~ Friday :-: ·~ -<7 - --.., ~ ,.., 02109 227-5020 -' YOU ARE ALSO COMMANDED to bring with you the following document(sl or object(sl:* Please --- .:;:- June see attached Schedule A. □ Please see additional information on reverse Any subpoenaed organization not a party to this suit is hereby admonished pursuant to Rule 30(bX6), Federal Rules of Civil Procedure, to file a designation with the court specifying one or more officers, directors, or managing agents, or other persons who consent to testify on its behalf;" and setting forth, for each person designated, the matters on which he will testify or produce documents or thing~ T-fi~ persons·'so designated shall testify as to matters known or reasonably available to the organization. DATE l j QUESTIONSMAY BEAODl;IESSEOTO: Thayer Fremont-Smith Choate, Hall & Stewart Exchange Place, 53 State Boston, MA 02109 (617) ATTORNEY'SNAME, ADDRESSANO PHONENUMBER ·u not aoohcable. enter "none" Street 227-5020 2, �AO 90 !Rev. 11/87) Deposition Subpoena RETURN OF SERVICE <1l RECEIVED BY SERVER DATE MAY3,1989 SERVED SERVED 294 \'Va;h1n&tvnSt , Sun.lf ~ .."'a Boston, MA 0?108 PLACE DATE TADEUSZH. RURAK LOWELLPUBLIC SCHOOLS RQ APPT.'PTON ST __ I.nWFTJ,MA PLACE MAY3,1989 ON (NAME) BY GIVING IN HANDTO MR. HENRYJ.MROZ,SUPERINTEND ENT OF SCHOOLS, AUTHORIZEDAGENT SERVED r.orJSTJ\Blt:S orF-ICf BY FEES TENDERED [j YES AMOUNT$ ONO 46.00 TITLE WILLIAMG.JOYCE CONSTABLE,CITYOF BOSTON STATEMENT OF SERVICE FEES TRAVEL SERVICES TOTAL $60.00 $60.00 DECLARATION OF SERVEA(2l I declare under penalty of perjury under the laws of the United States of America that the foregoing information contained in the Return of Service and Statement of Service Fees is true and correct. Executed on MAY3.1989 Date &~•Nro of ~N•~:,i;tg ,, \..,VI• • : , ,. •,_.__, CITY Of BOSTON Address of Server " .. ?_ONS! ABLESOFFICE m-"-· I ,,.;fHr <.,'tt"'ln ~+ .,. ~ .--..., t::-....... ,"'~ -1 ADDITIONAL ( l) INFORMATION . '~ ,., ,, , 'l :\' 0'">108 ,,_ As to who may serve a suopoena and the manner of Its service see Rule l 7(d}, Federal Rules of Criminal Procedure, or Rule 45(c}. Federal Rules of Civil Proceciur~. (2) "Fees and mileage need not be tenoered to the deponent upon service of a subpoena Issued on behalf of the United States or an officer or agency thereo• (Rule 45(c}, Federal RuIes of Civil Procedure; Rule l 7(d), Feaeral Rules of Criminal Procedure) or on behalf of certain Indigent pan,es an-:l criminal de1endan;s wno are unat>le to pay such costs (28 USC 1825, Rule 17(t>) Federal RuIes of Criminal Procedures)". �AO 90 !Rev. 11/871 Oeoos,f.on Suoooena , RETURN OF SERVICE Ill inn~ RECEIVED BY SERVER DATE SERVED SERVED ON (NAME) f"\ ..... ,., ~ •v, ,.,.., 1"" ..... Y'IUL.o:;;.,.» V,1 ~-<--= ,\,A .. 294 W,1shington St., Suite 438 Boston, MA 02108 MAY3,1989 DATE SERVED -v, Pl.ACE ANNEO'DONNEL,TRANSITIONAL BILINuUAL Eu. MAY3,1989 LOWELLPUBLIC SCHOOLS RQ APPT.F.TON ST rnwETL MA FEES TENDERED BY GIVING IN HANDTO MR. HENRYJ.MROZ,SUPER46.00 AMOUNT$ CJ YES ONO INTENDENTOF SCHOOLS, AUTHORIZED AGENT Pl.ACE BY TITl.E WILLIAMG.JOYCE CONSTABLE,CITYOF BOSTON --·---· STATEMENT OF SERVICE FEES TRAVEL. • ~i e:.ivrcEs TOTAL $60.00 $60.00 DECLARATION OF SERVER(2) I declare under penalty of perjury under the laws of the United States of America that the foregoing infocmation contained in the Return of Sen,ice and Statement of Secvice Fees is~nd coccect. Exec~ted on Date Signature of SBrver Address of SBrver ADDITIONAL. ! l) INFORMATION As to wno may serve a suopoena Proceaur1;. ::?: "Fees ~' t}t/~ MAY3, 1989 LII\M G. ,:JO'CE co,~,;:,'...'.'~ ..:. CITY Of BOSTON 1·'" CO,\ ., (,1 1 -~'+ liV~sn1ngton St., Suite uv::ilur,, ancs tne manner ot Its service see Rulo 17(d}, Fooeral {_ RuIes of c,Im1naI •ult, Mi-\ .t.:~~ u~J 08 Procedure. o~ Rule ~S{c}. Feoera1 RuIes of Civil ano m11eage neeo not oe tenoered to tne deoonent uoon service of a suoooena ,ssueo on oonaIf of tne Unltec States or an off1::e: or agency tnereo· : Rule 45(c). Feoera1 R:u10s of Clvi1 Proceoure: Rute l 7(d), Feoeral RuIes of Ctim1naI Proceouret or on oena:f of certatn InoI9ent carue'~an1 erin-fltna• oe1en0Jn:'s wno are unabte to oay sucn costs (28 USC 1825, Rule 17(b) FeoeraI Ru1es of Crim1na1 Proceouresl". �;\0 W IRev. 11/871 Oepositid"n Subpoena • .... DISTRICT OF _M_A_S_S..:....A.:_C_H_U-=S-=E..:....T_T....::S:..__ _______ _ ________________ HISPANIC PARENTS ADVISORY COUNCIL, ET AL Plaintiffs DEPOSITION SUBPOENA V. GEORGE D. KOULOHERAS, ET AL Defendants CASE NUMBER: 87-1968-K TYPE OF CASE SUBPOENA FOR Kl CIVIL TO: O CRIMINAL !X PERSON :ltJDOCUMENT(Sl Anne O'Donnel Lowell Public Schools Transitional Bilingual Education Lowell High School Room 020 50 French Street Extension Lowell, Massachusetts 01852 or OBJECT(S) Program YOU ARE HEREBY COMMANDED to appear at the place, date, and time specified below to testify at the taking of a deposition in the above case. PLACE Choate, Hall & Stewart Exchange Place 53 State Street Boston, Massachusetts (617) 227-5020 DATE AND TIME 9 : 0 0 _A • M • c- ...,._. _ Wednes¢p.y, .IS1ay-=<31,-~ 19 89 02109 :1 ' _,., ... ,...., ' I -ri r- YOU ARE ALSO COMMANDED to bring with you the following document(s) or object(s):* J Please see attached Schedule A. ) ' ' □ Please see additional information on reverse Any subpoenaed organization not a party to this suit is hereby admonished pursuant to Rule 30(b)(6),Federal Rules of Civil Proce• dure, to file a designation with the court specifying one or more officers, directors, or managing agents, or other persons who con• sent to testify on its behalf, and setting forth, for each person designated, the matters on which he will testify or produce documents or things. The persons,so designated shall testify as to matters known or reasonably available to the organization. U.S. MAGISTRATE OR / DATE ..-,·t·•\.,.,••, ••• t ., . J This subpoena is i~sued upon appiit:'a1!,on .the-: , I]! . 0 Plaintiff , '- .',,1/,..,.., - -~---· Defeiiaant ,' I ' ,• ,;- U.S. Attorney c_, ,/ ....._ ----· ______________________ ·tt not apphcable, en1o~none" QUESTIONSMAY BE ADDRESSEDTO: Thayer Fremont-Smith Choate, Hall & Stewart Exchange Place, 53 State Boston, MA o21 o9 NAi1€. AoD~lafA~D __.Art&~Jl __________ Pl;'.ONE NUMBER ---'-'"-•~--------- ....;...• Street �,. AO 90 (Rev. 11/87) Oepositjon Subpoena • RETURN OF SERVICE RECEIVED BY SERVER DATE PL.ACE DATE PL.ACE (iJ SERVED SERVED ON (NAME) FEES TENDERED □ YES SERVED BY ONO AMOUNT$ TITLE STATEMENT OF SERVICE FEES TRAVEL SERVICES TOTAL DECLARATION OF SERVER(2J I declare under penalty of perjury under the laws of the United States of America that the fbregoing information contained in the Return of Service and Statement of Service Fees is true and correct. Executed on Date Signature of Server Address of Server ADDITIONAL INFORMATION As to who may serve a subpoena and the manner of Its service see Rule l 7(d), Federal Rules of Criminal Procedure, or Rule 45(cl, Federal Rules of Civil Procedur'e. (2) "Fees and mileage need not be tendered to the deponent upon service or a subpoena Issued on behalf of the United States or an officer or agency thereof (Rule 45(c), Federal Rules of Clvll Procedure: Rule l 7(d), Federal Rules of Criminal Procedure) or on behalf of certain Indigent parties and criminal defenaa:,ts who are unable to pay such costs (28 USC 1825, Rule l 7(b) Federal Rules of Criminal Procedures)". •. ·•· (1) �A() 90 (Rev. 11/87) Deposition Subpoct,a • ============================·========= ~nitch ~tatcs ~ istrict Qlourt DISTRICT OF __ M_A_S_SA_C_H_U_S_E_T_T_S _______ ________________ HISPANIC PARENTS ADVISORY COUNCIL, Plaintiffs ET AL DEPOSITION SUBPOENA V. GEORGE D. KOULOHERAS, ET AL Defendants CASE NUMBER: 87-1968 TYPE OF CASE -K SUBPOENA FOR K:JCIVIL TO: _ O CRIMINAL George Tsapatsaris Lowell Public Schools 89 Appleton Street Lowell, Massachusetts IX PERSON C:XOOCUMENT(S) or OBJECT(S) 01852 YOU ARE HEREBY COMMANDED to appear at the place, date, and time specified below to testify at the taking of a deposition in the above case. PLACE Choate, Hall & Stewart Exchange Place 53 State Street Boston, Massachusetts (617) 227-5020 DATE AND TIME -,· 9:00 A.M .• Thursday June 1.,.,, 19 89 02109 , YOU ARE ALSO COMMANDED to bring with you the following document(s) or object(s):* Please see attached Schedule A. □ Please see additional information on reverse Any subpoenaed organization not a party to this suit is hereby admonished pursuant to Rule 30(b)(6),Federal Rules of Civil Proce• dure, to file a designation with the court specifying one or more officers, directors, or managing agents, or other persons who con• sent to testify on it~eh:iff," ai:id.sel'!ing~rth, for each person designated, the matters on which he will testify or produce docu• ments or things. T e pe~'6~~~~1fle1.lg~e<t-shall testify as to matters known or reasonably available to the organization. QUESTIONS MAY BE ADDRESSED TO: Thayer Fremont-Smith Choate, Hall & Stewart Exchange Place, 53 State Boston~ MA 02109 A-A-8R1l)s ·u not applicable. enter "none" "• NM.1.oo~~~ QND-PHONE NUMBER Street �.. AO 90 (Rev. 11/87) Deposition Subp:;;~na RETURN OF SERVICE !1 I RECEIVED BY SERVER DATE PLACE DATE PLACE SERVED SERVED ON (NAME) FEES TENDERED □ YES SERVED BY ONO AMOUNT$ TITLE STATEMENT OF SERVICE FEES TRAVEL SERVICES TOTAL ----- DECLARATION OF SERVER(2) I declare under penalty of perjury under the laws of the United States of America that the foregoing information contained in the Return of Service and Statement of Service Fees is true and correct. Executed on Date Signatura of Sarver Address of Sarver ADDITIONAL (I) INFORMATION As to who may serve a subpoena ana the manner of Its service see Rule l 7(d), Federal Rules of Criminal Proceaure, or Rule 45(c), Federal Rules of Clvll Procedure. (2) "Fees and mlluge neea not be tenoerea to the Deponent upon service of a subpoena lssueo on behalf of the United States or an officer or agency thereo: (Rule 45(c), Federal Rules of Civil Procedure: Rule l 7(d), Feaeral Rules of Criminal Proceaure) or on behalf of certain Indigent parties and criminal aetenaan.ts wno are unaole to pay such costs (28 USC 1825, Rule l 7(b) Federal Rules of Criminal Proceoures)". �., .. AO 90 fAev. 111871Oeoos,uon Subooena RETURN OF SERVICE RECEIVED BY SERVER SERVED SERVED ON(NAME) SERVED BY DATE (ll PLACE ...iv 'f., VV'• 1 -·' •v- 294 WashingtonS~.,Suite438 Boston,l\,JA02108 DATE PLACEGEORGE TSAPATSARIS MAY 3,1989 LOWELLPUBLIC SCHOOLS gq uPPT.F.1tJl\i ST rnWETL.MA FEES TENDERED BY GIVING IN HANDTO MR. HENRYJ.MROZ,SUPER- ...X 46.00 AMOUNT$-------INTENDENTOF SCHOOLS, UYES AUTHORIZEDAGENT TITLE WILLIAMG.JOYCE CONSTABLE,CITYOF BOSTON MAY i---------------· 3,1989 ·-----------------·-· STATEMENT TRAVe'. SERVICES ·------- --------------------! OF SERVICE FEES TOTAL $60.00 $60.00 DECLARATION OF SERVER(21 I declare under penalty of perjury under the laws of the United States of America that the foregoing information contained in the Return of Service and Statement of Service Fees is true and correct. Executed on __ _;M:...;..;...;A..;;.Y----"'3_. . ...;;;1;..;;;9...;;8;..;:9 __ Date s;,o,wro of ~{)11 ~~Me r ,..,, •~: .• ' ~. CITY Of BOSTON Address of Server ..., J' •1 .,, ' vt·r-ri...:1-. \V 4 .n1ri&t..>nSt., Suite ~"' ADDITIONAL INFORMATION ano tne manner of its service see Rulo 17(d). Feoerat 4"' I\., ~ f'I" ~ r.o ~!) As to wno may serve a suoooena ProceOur'E:. Rules of Ct1m1na1 Proceoure, o• Rule i.s:cl. :2' "Fees ano mue.age neeo not oe tenoereo to tna dooonent uoon service oi a suoooona 1ssuea on oenatf of tne Un!teC' States or an aff1:::e: r,r agency tnereo· (Ru1e 4~(CJ. Feoera1 Ru1es of Clv11 Procedure: Ru1e l 7(d). Feoeral RuIes of Criminal Proceoure) or an oe11aIf or certain inoI9ent oarues an'J cr:mIna· oerenoan:s wno are unao1c lO oay sucn costs (28 USC 1625, Rule 17(0) Feoera1 A.u1es ot Crrm1naI Procoauresl''. ....... FeoeraI .. > RuIes ot Civil �AO 9'J IAev. 11/871 Deposition Subpoena DISTRICT OF _M_A_S_S_A_C_H_U_S_E_T_T_S ________ ---------------- HISPANIC _ PARENTS ADVISORY COUNCIL, ET AL Plaintiffs DEPOSITION SUBPOENA V. GEORGE D. KOULOHERAS, ET AL Defendants 87-1968-K CASE NUMBER: TYPE OF CASE SUBPOENA FOR O CRIMINAL Xl CIVIL i8i PERSON CXDOCUMENT(S) or OBJECT(S) TO: Janice L. Adie Lowell Public Schools Department of Special Marci Murphy Special 57 Tenth Street Lowell, Massachusetts Education Ed Center 01850 YOU ARE HEREBYCOMMANDED to appearat the place,date, and time specifiedbelow to testifyat the takingof a depositionin the abovecase. PLACE Choate, Hall & Stewart Exchange Place 53 State Street Boston, Massachusetts (617) 227-5020 DATE AND TIME 9:00 A.M .. Friday ::-Jurre 02109 , YOU AREALSO COMMANDED to bringwith you the followingdocument(s)or object(s):* Please see attached Schedule ··' A. □ Please see additional information on reverse Any subpoenaed organization not a party to this suit is hereby admonished pursuant to Rule 30(bX6),Federal Rules of Civil Proce• dure, to file a designation with the court specifying one or more officers, directors, or managing agents, or other persons who consent to testify on its behalf, and setting forth, for each person designated, the matters on which he will testify or produce documents or things. The persons so designated shall testify as to matters known or reasonably available to the organization . • DATE 0 QUESTIONSMAY BE ADDRESSEDTO: This subpo • gr] Plainti IQ '!I not aopticable. emer "none" " • S1~ Thayer Fremont-Smith Choate, Hall & Stewart Exchange Place, 53 State Boston, MA 02109 Afr~~Vs Nfrk?AoiiR9J QND PHONENUMBER Street �• AO 90 I Rev. 11/871 Oepositio'f'I Subpoena RETURN OF SERVICE (1 I RECEIVED BY SERVER DATE PLACE DATE PLACE SERVED SERVED ON (NAME) FEES TENDERED OYES SERVED BY ONO AMOUNT$ TITLE STATEMENT Or Sc.RVICE rEES TRAVEL SERVICES TOTAL DECLARATION OF SERVER(21 I declare under penalty of perjury under the laws of the United States of America that the foregoing information contained in the Return of Service and Statement of Service Fees is true and correct. Executed on Date Signature of Sarver Addrass of Sarver ADDITIONAL INFORMATION As to who may serve a subpoena and the manner of Its service see Rule l 7(d), Federal Rules of Criminal Procedure, or Rule 45(c). Federal Rules of Civil Procedurij. (2) "Fees and mileage need not be tenaered to the deponent upon service of a subpoena Issued on behalf of the United States or an officer or agency thereof (Rule 45(c), Federal RuIes of Civil Procedure; Rule l 7(d), Federal Rules of Criminal Procedure) or on behalf of certain indigent pan,~s and criminal aetenaan,ts who are unable to l'\•Y such costs (28 USC 1825, Rule l 7(b) Federal Rules of Criminal Procedures)". r (1) �' AO 90 •Rev. 11/871 Deoos1tion Suoooena RETURN OF SERVICE o > RECEIVED BY Sl::RVE!1 DATE PLACE DATE SERVED PL.ACE , - .. i :=~o:,;FICE · 4?S _;r,gtooSt., Suite...., Bos~on,MA 02108 EDUCATION JANifowrctDAfB.BfcTsBr-focrLC?ECIAL gq : DPI F.TOi\J _S__T. rnwF T L MA MAY3,1989 ,)N (NAME) BY GIVING IN HANDTO MR. HENRYJ.MROZ,SUPERINTEND ENT OF SCHOOLS, AUTHORIZED AGENT SERVED d, ~94 MAY 3,1989 SERVED .. r BY FEES TE.'4DERED []YES 46.00 AMOUNTS ONO TITLE WILLIAMG.JOYCE ..____ CONSTABLE,CITYOF BOSTON - ... STATEM:;NT OF ScriVICE FEES TRr "'EL. SERv:: ,-,, ·- TOT .a.L. $60.00 $60.00 DECLARATION OF SERVER(2l I declare under penalty of perjury under the laws of t:'.e United States of America that the foregoing information contained in the Return of Service and Statement of Service. Fees is true and correct. Executed on A/4& MAY3,1989 s;,o,rumofS.~,dUlduwz Date ''!' LIAM G. JOYCE .~,...~., • -, ••, __ • 1 •= ft Clrt Oil=: BOG'.!ON .._o ... -~• 1 ~ Addres$ of Server ~ ADDITIONAL. INFORMATION !!} As to wno rnay serve a suoooena Proceoute, :2: "Fees .lnc :n11ea9e neeo not oe tanoereo to tne aeponent upon service oi a suopoena rssL.e-: Jn 0ena1f c· :-e Unltec States or an officer: r a9e.ncy tnereo· r Ru1e 45(c). Feoera1 r<u1es of Clvi1 Proceoure: Ru1e l 7(dl. Feoerat R.u1es of Cr1mrna1 Pro:~·.:uro) or on oe-a:f of certa•n lno19ent oar!1es an"l crim,,-1a: " aetenaan:s wno are una01c to oay~ sui:n costs (28 USC 1825. Rule 17(0) Feae,a1 ~u•es o" _: 'TI1na1 Procec:aes) ... ano tne manner .. ot its service see Ru1e 17{d). Cv J~.,. "' , .... ' "h. ._ • 'NasninF...1 I ~') - l' .! ' '"' "' ,o Boston, ~ • !'°1"l OIJ Feoera1 ;:h. ,s of Cr1m1na• =>"'oceoure. o· Ru1e '-S{c), . Feoeral Rules of Civ;! I �, F!Lt-D UNITED STATES DISTRICT DISTRICT COURT ,.. 1,~f,:goV OF MASSACHUSETTS ' 1..- I I ' I ) HISPANIC PARENTS ADVISORY COUNCIL, ET AL. ) ) ) Plaintiffs ) CIVIL ACTION NO. 87-1968-/ ) vs. ) ) GEORGE D. KOULOHERAS, ET AL. ) ) Defendants. _______________ ) ) PLAINTIFFS' MOTION FOR LEAVE TO FILE A RESPONSE TO DEFENDANTS' OPPOSITION TO PLAINTIFF'S MOTION FOR AN AWARDOF ATTORNEYS' FEES AND COSTS Pursuant request to Opposition Attorney's Fees any decision motion Council segregation Schools of English to to Plaintiffs' 1987, the provide proficiency. response to for an Award plaintiffs request of that until In support of after this follows: plaintiffs, Fourteenth case students Amendment alleged resources Plaintiffs Lowell this further adequate in be postponed brief. minority Plaintiffs hereby brief Motion initiated bilingual plaintiffs a reply motion reply as al, the In addition, the of et violated Constitution. submit state In July Advisory to plaintiffs' submit plaintiffs 1. 17(a)(4) and Costs. on the plaintiffs failed Rule an opportunity defendants' the Local to sought Hispanic Parents alleging in of the the that students relief that the Lowell Public U.S. the of defendants limited pursuant to Title JI �VI of the Civil Opportunity 2. order Rights On October educational defendants of the schools to filed Defendants plaintiffs were because not "prevailing suit, have occurred Defendants' in that have public at submitted school by the of the consent initiation decree Plaintiffs In order to prove significant students, These were changes plaintiffs the to an award of by the planned of this to and would H. Rurack, statements suggest Compliance in effect contention, statements Todeusz already that Plan the of Janice L. that many put in place or planned before suit. dispute that argue on action." unsworn Voluntary of plaintiffs' 5. In support officials, revised plaintiffs' certain Adie and Anne O'Donnel. elements 2. motion was unaffected of the and 1989. entitled were] to equal Fees to this parties" [any changes irrespective Opposition Attorney's defendants behavior action students. §1988 on March 23, opposition, a consent and provide minority for into specific in Lowell an opposition ''defendants' plaintiffs' defendants Educational entered to take a Motion filed In their parties linguistic to 42 U.S.C. 6, 1989. Lowell the Plaintiffs 4. fees 1988 the opportunity pursuant April 28, required remedy segregation 3. Equal Act of 1974. which Costs Act of 1964 and the the in the need the accuracy consent treatment decree has statements. brought of linguistic an opportunity -2- of these to conduct about minority further �,. • discovery. the to Specifically, Lowell the public school defendants' 6. important defendants' officials intend whose to depose statements some of are attached opposition. In addition, factual plaintiffs and plaintiffs legal seek to misstatements correct other contained in the Opposition. LOWELL HISPANIC PARENTS ADVISORY COUNCIL ET AL. By their attorneys, 0 . Thayer Fremont-Smith Nicholas J. Nesgos Choate, Hall & Stewart Exchange Place 53 State Street Boston, MA 02109 (617) 227-5020 0773n -3- �• UNITED STATES DISTRICT COURT DISTRICT OF MASSACHUSETTS fi.r.~ 1• HISPANIC PARENTS ADVISORY COUNCIL, ET AL Plaintiffs ) ) ) ) ) ) ) vs. GEORGE D. KOULOHERAS, ET AL Defendants /✓ CIVIL ACTION NO. 87-1968-/ DEFENDANT.,__QTYOF LOWEL!t..:.s. MEMORANDUM IN OPPOSITION TO PLAINTIFFS' MOTIQN FOR AN AWARDOF ATTORNEYS' FEES AND COSTS I The plaintiffs "prevailing party" attorneys terms to fees of achieved determining claim, the on the level Where not and action, 42 U.S.C., should and v. to a party "prevailed." may be justified in achieved. ,lg. between Ouachita its suit Parish in and School Bd, in to an its the change must ,\ level be the must (5th by Cir. of 461 only of by the success considered Eckhart, behavior F.2d 1148 of may be entitled plaintiff in award favor the award a succeeds (1980), v. been which prosecuting the 749 entitled goals reducing the have in Hensley case, to a party 122 succeeds its considered not While plaintiffs' plaintiff success are 448 U.S. the of success be litigation Gagne, the not thus s.1988. terminating Maher demonstrate v. this comparison court connection can Decree whether (1983). Hennigan under fees, in To in a Consent attorneys 436 here in U.S. part 424, of its fees depending show a the causal defendants. 1985). There �• • , must be a relationship for the defendants' unaffected by the have occurred In was this case, the to defendants in agreement were Plan, is a strong under policy. Ann O'Donnell, nine had addition, eleven were 1). similarly 14, policy. (See adopted tasks already part Dr. Janice Exhibit L. that Education already in many were 2). Bilingual covered under by the School the of Department of prior Tadeusz Acting the tasks to Special to be Chapter the and Compliance and tasks Department Supervisor, reported jurisdiction, (See at Exhibit pursuant policy and Education of least 1). to In those program. (See Administrator, implemented part into School implemented litigation H. Rurak, of the plaintiffs' objectives Department. be the Lowell area to Adie, the to Department Voluntary Education scheduled School the is fact policies School before in in incorporated Department's of fees (1987). acceptable under place 435 It the would Raceways, The decree elements many of International rendered that an award was was and Decree. of implemented planned 808 F.2d School services be then factor behavior was y. reports to Transitional the reported Special were objectives of Lowell indication Plan been most objectives Exhibit the already the to change defendants. the a motivating defendants' of Lamesa, many of school planned required the of the by Consent and According those there of part the Portland City settled was action, of because comparing and that was that plaintiffs' v, suit If in plaintiffs already Administration the Sorola though, the position. Association suit programs. lawsuit, of the part, that suit, 760 (1987); acceptable planned of plaintiffs' Citizen's 833 F.2d indicates change irrespective inappropriate. ~-, which under School l Director objective Department indicated that �, prior to to the lawsuit, Chapter 1 expanded, Exhibit Services. there have two months minority Since the no been students were lawsuit, while major changes in the plaintiff• s provided some the equal services programs access have been offered. (See 3). Nearly Lowell School which was the linguistic to Public policy and suit. It characterize be this the meet its concerns said that suit in plaintiffs the change changes Lowell School this a plan education case for initiated were Eckhart, in pressure their subsequent Department y. the adopted to occurred Hersley as successful. had response in which litigation bilingual in plaintiffs the of Committee substandard this the initiation School over Despite alterations, cannot of through Schools. program prosecution to Department, designed Lowell prior to the sufficient to 461 U.S., 436. II Even the if nature directed the to and not are relief redressing deemed obtained their claims 42 U.S.C. s.1988 enforce 20 U.S.C. ~., section 20 U.S.C. the section have achieved in the voluntary against permits the the 42 u.s.c. ~-, and 42 1703(f), there provisions 1681 to .e_t. of success their compliance city award based of U.S.C. suit, plan on 20 attorneys sections should in U.S.C. fees 1981-1983, section in 1985, 2000(d), be no award was .e_t. of attorneys on no here. In than of Because proceeding fees plaintiffs to s.1703(f). 1986, the their nine (9) original federal complaint, statutory the and plaintiffs regulatory claimed grounds. relief Those grounds fewer include �20 U.S.C. section 2202, 42 U.S.C. ~-, and Federal However, of their cause City to effectively tl, 1983, and s. Rules the the 1703(f) of action provide in Indeed, attorneys the in nature of English proficiency." fees agreement or numerous plaintiffs the While successful suits brought where suit The decision "concerned form of with in which F.2d, related attorneys 627, it 631 only fees to p. is (1987). their should of the precise their and tl, students nature action because the was that City who had for an They under on other to substance of secured relief in their grounds those be made under award a prevailing because allegations to statutes Ball v. the based 42 the failed limited School in the limited award the of settlement other attorneys in 42 U.S.C. should party's action, s.1988. for on any Section on 20 U.S.C. u.s.c. that under plaintiffs' of of of the fees in complaint. listed District is students awarding fees award case motion claim listed an Asian not the make presented." Here, do predisposed any of in of plaintiffs plan claims motion success and Support 2. their their Hispanic compliance whether the 100.1 1703(f) of that in frequently succeeds section for support for and regulatory are 34 C.F.R. The heart section claim costs, courts the in relief voluntary statutory 2201 made clear education Memorandum and sections 57 and 65. City. 20 U.S.C. 28 U.S.C. language. "substantive attorneys ~-, complaint the memorandum the .e_t.. their bilingual English their fees, of of 1708, Procedure against was in violation proficiency 2000(d) of Civil allegations and ~-, of not be 1988 rather Grand own claim s.1703(f), of s.1988, allowed. should be than the Rapids, success no award 835 is of �,. III An award Defendant, permit have the such (1979). of special circumstance In case, that that out Congress after Decree . ..I..Q. In the the the case be grossly unfair. the point where were not at there start bar, are fees, that attorneys that the in where court fees, their of litigation, The City a settlement contemplated by the of agreement in its fees. circumstances litigation the the fees in good faith the negotiations "would settlement agreement that the addition, award was the entry of amount with the lawsuit. with judgment. an award fee the 365 unfair In I.g. F. 2d, manifestly the fact appropriate. 608 such be which before said before ended the Clark, that permitted in knowing Aho v. would noted despite negotiated City and attorneys without otherwise be unfair, but the are the complaint. which because special in compromise unjust attorneys they settled The be settlement mentioned statute award would limited an award would 367. fees case of substantial parties of attorneys this to was the I.g., contemplated pointed that attorneys consequences requested in agreed recognized appellees." never Lowell, in holding the fees to make a claim denial The court, the of intended Courts alter attorneys City plaintiffs One of plaintiffs the court passed the requested plaintiffs, Attorneys' the to plaintiffs, by Consent would to fees and �were not made attorneys' part fees injustice to of and the the agreement. $5,366.67 City. To now grant in costs The plaintiffs to at the motion least plaintiffs should therefore $162,567.00 in would an work be denied. IV The amount excessive. of the The plaintiffs' Attorney Perez-Bustillo, hour Attorney for for The by which case. been set In by made that Boston Rom's a measure. His Committee asserted average used for addition, for for the fee Civil that for certain comparison the plaintiffs, per cases attorneys of in fees are for Attorney far in excess should Attorneys cited fees make civil attorneys hourly hour and therefore the order or Lowell seek The amounts area, hourly Attorney is the court the attorneys Rice. in the fees requested $175.00 attorneys this the plaintiffs and $150.00 per hour for $190.00 average hourly should not Perez-Bustillo, in line be the There are clearly per rates be used. litigation. and requested is Rom and of comparison Rice rights not of fees is with used for level has no allegation the average for areas. claim is for $175.00 established Rights the Under firms, purposes, hourly rate is Law of there excessive $50. 00 the no as well. some indication for not of be used the Bar Association. bears geographic requested should Committee Boston amount is even similarly Steering the hourly nor of hour by the requested law per as area Mary Lawyer's While it to the relation to what firms of these firms. Marcelino, as were Paralegal In �. > CITY OF LOWELL By~~-~ Thomas E. Sweeney City Solicitor Law Dept., City Hall 375 Merrimack Street Lowell, MA 01852 Tel: (508) 454-8821, 1256A x.259 �LOWELLPUBLIC SCHOOLS TRANSITIONAL 8fLJNGltAL FQUCATDNPRQGRAM LowelHigh SchoolRoom 020 .' 50 FffHICh StnHlt&1ension Lowtill,~ciutts 01852 . February Ann O'Donnell Supervisor ... • . Tel. (508) 937-7692 6, 1989 George Tsapatsaris, Project Director Lowell.Public Schools 89 Appleton Street Lowell, Massachusetts 01852 Re: Analysis of Revised Voluntary Compliance Plan Dear George: In accordance with your request, I have reviewed the Revised Voluntary Compliance Plan, approved by the Lowell School Committee November 9, 1988, and am submitting the attached Report. My comments relative to each objective and task reflect whether these procedures, initiatives, responsibilities were in effect prior to the revisions made by the Plaintiffs' Attorneys or whether they are New. In elaborating somewhat, I felt clearer perspective of policies to the law suit. City Solicitor and procedures Sweeney would gain a which were in place prior I am also enclosing for Mr. Sweeney, a set of the various Forms which I made available to the METAAttorneys during our meetings with them. Objectives Childhood responded Please relating to Special Education, Chapter I, Bilingual Early Education, Vocational Education, and Discipline are being to by directors of these programs. inform me if further assistance is needed. Sincerely, ~ Ann O'Donnell, Supervisor Transitional Bilingual Education Attachments cc: City Solicitor Sweeney �LOWELLPUBLIC SCHOOLS TRANSITIONALBILINGUALEDUCATIONPROGRAM ANALYSISOF REVISED VOLUNTARY COMPLIANCE PLAN Submitted to George Tsapatsaris Objective Task Object Comment • 1 Task 1.1 Object by Ann O'Donnell 2 *Same. Assignment through by School District PIC with centralized (Desegregation Plan) enrollment New. established *Same. Task 2.1 Project Director having direct line and Staff is new only to the extent (Previously served in that capacity in most instances). Task 2.2 Project Mayor's Task 2.3 Establishment of Mayor's Bilingual Education Sub-committee Xew. Minimal changes in expansion of Master PAC as these individuals/ City Wide PAC were invited to participate previously. The Master PAC meetings are held usually seven or eight times during school year and once or twice during summer, as needed. Sub PACs and Master PAC were established since 1972 and maintained continuously since then by TBE Program Supervisor. All meetings have been open meetings and guests and speakers on the Agendas. Task 2.4 Mayor's Sub-committee's responsibilities to dispute resolution has been in place. Task 2.5 This reponsibility previously implied. As a result of Leadership Academy meetings, a Sub-committee was established to explore Staff Development and lnservice Training issues - Report with recommendations submitted to School Committee - release days designated implemented - Deputy Superintendent in charge. This was a School Department initiative. Task 2.6 Most of the data requested is compiled and reported in different reports by the TBE Supervisor. The TBE Program Supervisor reports the following data in the "Bilingual Questionnaire" submitted annually to State Department of Education: Director Bilingual a, d, e, g (never authority over TBE Supervisor of being formally designated. as Superintendent's designee serving as Superintendent's representative Education Sub-committee New. completed), i, k. are New. Policy to relative �(b). Data regarding annual assessment of English language skills is submitted to Bureau of Transitional Bilingual Education Program annually. All of the information requested in "(b)" is recorded on each student in TBE by teachers on An Assessment Record Form devised by TBE Supervisor. Pre and Post test scores and dates for English proficiency (Aural,Oral) Reading, Writing, Math, and Native Language Literacy are recorded. One copy is retained in TBE Office files and the other retained by teacher. Some of the assessment data is recorded on the Bilingual Pupil Study Team Report form which must be completed for each student being considered for mainstreaming (exiting) from the TBE Program. (c). A new form was devised by TBE Supervisor last Spring to record the absentee rate on each student in Kindergarten through Eighth Grade. (e). Promotion lists within TBE as well as Retainees in Sarne Grade in TBE forms are completed annually on all students K-8 and filed in TBE Office. (f). This data is compiled mainstream) by High School Department. (g). A greater effort High School/Guidance. for all High School students (TBE and Head Master, Guidance and Data Processing must be initiated/followed through by (h). Responsibility of LAU Assessment Specialist. In our Original and 1980 Revised LAU Plan, the LAU Coordinator had this reponsibility. (Position and title changed). (i). Lists the year. (j). Special maintained by TBE Supervisor Education's and updated throughout responsibility. (k). Also submitted to TBE Bureau in Bilingual Program Plans which now are submitted every three years. (Previously, annually). Program Plans are submitted, reviewP.rl and must be approved by Master PAC for TBE Program. Please Note: All of this information is included in the Revised Plan (approved 11/9/88 by School Committee) because during almost weekly meetings from July 87 to Feb 88 attended by Project Director and TBE Supervisor with the Plaintiffs and their ~ttorneys, collection and reporting of student data was discussed. The TBE Supervisor provided copies of all of the Program's Reporting Forms. Object 3 (1) (2) (3) These were Lowell Public to the Law Suit. - 2 - School initiatives prior �* Same. Task 3.1 Task 3.2 Has done so in the past - Two Way and New programs must have school based planning and development with input/support of TBE Supervisor. Task 3.3 The Master PAC has always been advised/consulted regarding development of new programs and continuation of established ones. Task 3.4 Task 3.5 This introduction of various approaches in developing literacy, (including whole language approach),"have been, and continue to be, introduced and maintained in the TBE Department - The Program Supervisor has brought in numerous consultants to inservice Staff in these approaches, as well as providing opportunities to attend conferences, workshops, and visit other school districts. The establishment of the Linguistic Minority Center currently entitled the Urban Education Center, was the results of the efforts of Gretal Clark, George Tsapatsaris, and the TBE Program Supervisors from Lowell and Lawrence - securing 636 funding. While the Center staff initially trained/coached Bilingual Program Staffs in these two school districts, they currently service many standard classroom teachers in several schools. Preservice and continuing inservice will be provided to new programs just as inservice is maintained in the TBE Program. School Department initiative. Task 3.6 TBE Program class thus, are smaller Task 3.7 sizes must conform to Chapter than standard class sizes. 71A mandates and Assessment of Program needs has been the responsiblity of the TBE Program Supervisor who articulates these needs to the Superintendent and Project Director. It is the Superintendent's responsibility to convey these needs to the School ColllI:littee. Task 3.8 * Same. Task 3.9 The assessment of housing/staffing needs for the next academic year are usually begun in early Spring. They are continuously reassessed throughout the school year and during the Summer because of the continuing enrollment. Task 3.10 These procedures Task 3.11 The School Department continues exploring new avenues initiating and expanding work-study, college-oriented, development programs. Task 3.12 This has been in place Object 4 Task 4.1 were initiated/developed *Same. *Same. - 3 - for some time. by the School Department. for language �-- Task 4.2 Support Staff the exception •.• -------------------- listed were in place of the following: prior to the Law Suit Khmer Component Facilitator (Posted) Parent Advisor Council Coordinator (Re-posted no qualified applicant) Task 4.3 * Same. Task 4.4 *Same. Task 4.5 several with times - In place. A native speaker who represents the parents/community and who assesses the native language proficiency of the applicant, serves on the Personnel Interview Team for all administrative, teaching, and liaison positions in the TBE Program. In most instances, Instructional Aide applicants are interviewed by the Deputy Superintendent and then approved by the School Principal. Change. This section calls for representatives from the Master PAC to serve on the Personnel Selection Advisory Committee to interview school-based administrative position applicants (schools with TBE classes) as well as for Central Administration positions effecting all studnets. Two parent representatives will be named by the Master PAC to the P.S.A.C. when interviewing for Bilingual Program administrator positions. Object 5 Task 5.1 * Same. Drop NTE for Bilingual teachers Bilingual long-term substitutes /New. status has been in place. Task 5.2 This is usually the case. Task 5.3 This is usually the case. Task 5.4 The TBE Program Supervisor Task 5.5 While the Master PAC and community organizations have given input into recruitment procedures for linguistic minority personnel, it appears through this task that more direct input is requested. Task 5.6 This procedure though. Task 5.7 This takes place annually - Staff meetings, staffing and training needs assessments are conducted throughout the school year - not always through Questionnaires. For Title VII Evaluation, K-8 teachers completed Staff Development Questionnaires (Inservice and Conferences) arid Parents evaluated Liaisons and PAC meetings/ workshops' effectiveness. Task 5.8 Program plans and budgetary not always by February 1st. serves has been in place - 4 - on the interview - not necessarily requests are reviewed team. by February with Master 1st, PAC, �•• For years, the TBE Program Supervisor has received commendations from the State Supervisor from the Northeast Regional Education Center in her Annual TBE Program Review Report for continued outstanding pre and inservice training provided the TBE staff. Task 5.9 Collaboration between Lowell's TBE Program and University of Lowell and Center for Field Services and Studies has been in effect for years. A Masters ESL Program; a Masters in Bilingual Education; an Undergraduate course program for Southeast Asians teachers; a Masters Program leading to ESL certification for Grandfathered teaching; inservice training for Instructional Aides are only some of the programs initiated. Inservice training has been provided by staff from: (l)The Multifunctional Education Resource Center, Providence, R.I.; (2) The National Origin Desegregation Center at Columbia University; (3) Notre Dame College in Manchester, New Hampshire; (4) Boston University school of Education as well as the Division of Social Services; (5) University of Massachusetts, Amherst. There are presently several in the internship program. Lowell's students Vermont. teachers TBE Program has also from the Internation in the TBE Porgram participating been a selected internship site for School of Training in Brattleboro, Task 5.10 The itemized topics/areas are being inservice and course offerings. Task 5.11 This is in place. Task 5.12 While this is our objective, it may take a longer period of time for the Southeast Asian teachers to attain certification. Task 5.13 This is occurring Task 5.14 The Deputy Superintendent is assisted Leadership Academy Agendas. Object 6 Task 6.1 addressed - a School Department through our initiative. in this effort by the *Sarne. *Sarne - in place. Task 6.2 Although all notices have been provided to parents of TBE Program students in native as well as English languages for years, there is a more concerted effort for notices in two languages to be provided for mainstream minorities. Task 6.3 Translations Object This is now being 7 are provided when requests implemented. - 5 - are submitted in advance. �Task 7. l Being implemented. Task 7.2 Equal access to computed assisted effected since the 1987-88 school Object In place 8 Task 8.1 In effect now as a result * Object * Same - has been in place We are in compliance Task 9.2 In place * Task 9.4 Task 9.6 * Same. Task 10.2 * Task 10.5 Task 10.6 year. (New) of the Desegregation Plan. * Same. * Same. Task 10.4 the acceptance this Same. Task 10.1 Task 10.3 far Time frame is new. * 10 since thus for years. Same. Task 9.5 Object of the Law suit. Same - School Committee approval has always been required for TBE classes to be assigned to a particular school; however, not required for designated location within the school. Task 9. 1 Task 9.3 has been now. Task 8.2 9 instruction year. This criteria was taken from the bilingual Pupil Study Team Report Forms which have been used for the past eight or nine years. The TBE Supervisor provided a copy of the Form to the Plantiffs' Attorneys prior to their revision of this Compliance Plan. Same. I have kept the Superintendent and Project with this data for the past several years. Procedure Policy. adopted as a result of the Voluntary Director informed Desegregation Plan * Same. Parental participation has always been a requirement in mainstreaming procedures (Bilingual Pupil Study Team). parents cannot attend meetings, they are notified of the in writing. Lateral mainstreaming only became an issue as the result procedures followed in one school last year. the When results of Monitoring of exited students by the LAU Assessment Specialist has been in place since the LAU Compliance Plan was developed in 19 77. - 6 - �• -- --· ·-·--------------------- Task 10.7 Procedures for integration into the academics have been in place, but scheduling for integration, particularly at the_ Junio.r High level, is difficult and needs creative solutions. Object This has not been addressed 11 Task 11. 1 Culturally Task 11.2 To be initiated. Task 11.3 In place. Task 11.4 To continue. Task 11.S Implemented by School Department during Leadership Academy. Task 11.6 New. Task 11.7 New. Task 11.8 New. *These objectives of the Voluntary appropriate adequately alternative and tasks were being implemented Compliance Plan by the Plaintiffs' - 7 - in the past. programs must be developed. as a result of planning prior to the revision Attorneys. �NUMBER OF YEARSENROLLED IN LOWELL'STRANSITIONAL BILINGUALEDUCATION PROGRAM CRITERIA: First year (excluding Kdg.) - two semesters of 90 days each with no more than 10 absences per semester. Second year - four semesters of 90 days each with no more than 10 days absent per semester. Third year - six semesters of 90 days each with no more than 10 days aosent each semester •• A completeSpring semester followed byacomplete Fall semester are considered consecutive. DIRECTIONS:Please record the number of days enrolled per year and the number of days absent each Report Card period for each studt.nt from the date of enrollment .in Lowell's TBE Program. Please use two lines if a student has been enrolled longer than five years. Retu;:n the completed form to the TBE mail box at Central Administration by Thursday, June 23, 1988. Thank you. (TBE Office will compute Years Enrolled in Lowell's TBE Program.) TE, CHER(S): NATIONAL IT : G&DE:SCHOOL Date Yrs. 1983/!.984 1984/1985 1985/1986 1986/1987 Enrol'd 1987/1988 En,Days Absences Absences 1 Abser.ices Days Days Days Lowell Days A,bse~ces 1 I I 1 1 fbs:dnce:~ roll ITRIO Enrol, 1st '2nd 3rd 14th Enro1... 1st; 2n 3r 4th Enrol, ls ; ~ 2nd I 3rd I 4th Enrol, 1st 2nd 3rd 14th E;nrol. 1st 21;d jrd 4th ' ' ' I I ' I ' I I I I I I I . . I ' . .' I ' ' I ' I I I I I I I I I I . I I I I I I . I I I I ' . I I . I - ' I ' I I I I I I I I I I . I ' I I I ' I . I I I I ' I I 'I ' ' ' ' I I ' ' ' I I I ' ' ' I ' I I ' I ' ' I ' ' I .. I I I I I ' I . I . I ' ' I I - I I ' I I ' I ' I 1 I I I 'I ' .' I I ' I . I ' I . I . .' I ' ' I --, I --, ' I ' I I ' ' I I I ' I --, I --, I I ' ' ' I . . I I I I I I I I I I I 'I ' ' I I ' ' I I I 'I I I I I I I I I ' ' I I I I ' ' ' I I I ' ' I I ' ' ' ' I I I I I I ' I I I I I I I I I I -, I I I I ' I 'I 'I ' ' ' ' I 'I ' ' ' I I I ' ' ' I I I I I I I I I I ' I I I I ' ' I ' ' I ' I I I ' I I I ' I I ' I I I I ' I ' I I ' I ' I I ' I ' . . I I I ' ' I ' ' 'I ' I I I I I I I I ' I ' I I I I ' I . . ' I I I I • I ' I ' I ' ' I I I ' ' I ' ' ' I ' ' I I I I 'I I - I I 'I I I I I I ' . . I ' I . I I I I I - ' . I I I I I I • I ' ' I I I I I I ' . I I I I I I ' ' I I ' I I I I I I I I �LOWELLPUBLIC SCHOOLS TRANSITIONALBILINGUALEDUCATION PROGRAM TITLE VII PROJECTLOWELL Page.l TESTING RECORD SCHOOL ----------- TEACHER .. ------------ -- _ .. MATH GINN GINN Glt-N GL•lN TEST WORDIDENTIFICATION VOCABULARY DEVELOP. READINGCOMP.·lEHENSlON ECOIHNG-LANG. . ARTS POST· PRE PRE I POST PRE POST PRE POST POST PRE POST PRE DATE~EVELiDATE ~EVDATE LEVEL DATE LEV. DATELEVELDATE~EVEDATE 1..EVEL DATE ~EVEL DATE,-EVELDATE,,EVE DATE LEVELDATE LEV ..,.. ·-···--- ----··-· 1987-1988 GRADE. _____ !PT VERBALFLUENCY ----- ' ·--···-· I I • . . . ' . I �LOWELL PUBLICSCHOOLS TRANSITIONAL BILINGUALEDUCATION PROGRAM - .. TESTINGRECORDPage 2 TITLE VII PROJECTLOWELL 1987-1988 SCHOOL ENGLISHWRITING W_riting Skills Rating Scales Pre DATE RATING STUDENT Post DATE RATING GRADE NATIVELAi'lGUAGE READING Spanish Portuguese ' Cambodia·n Pre Post Pre Post DATELEVEL DATELEVEL DATELEVEL DATELEVEL . LITERACYTESTS Laotian Vietnamese Pre DATELEVEL I Post DATELEVEL - I . . .. .- -- ' .- . . .. ' .. . �LOWELLPUBLIC SCHOOLS ... B I L I NG UA L TRANSITIONALBILINGUALEDUCATION PROGRAM PU I' IL STUDY TE AM MAINSTREAMED REPORT STUDENTSRECOMMENDEDFORSTANDARDCURRICULUM SCIIOOI.: _____________ Cl.ASS:_________ _ TE,\CIIF.RS: (Grade) (Nat.) ----:--------------------( ll il in g al) II TESTS RESULTS STUDENTS'NAMES 00 00 ..... ..... (X') . 00 > < CJ) CJ) ... .... ... ... u <.:> <lJ "O STATE BASIC IPT READ. MATII. SKILLS FOR GRADES3-6-9 ENG. GINN/ ADD. READ. MATII.WRIT. BIL. TCII. POST BASALBASAL . °' °' <lJ ..... - 00 - ESL STD. CHAP PRIN CURR SP. LAU · TBE TCII. TCII. l TCII COORD FAC. SUPV .. ' --------- (ESL) RECOMMENDATIONS . , DATE: .,... . - . "O co ... 00 ...°' c., - COMMENTS �LVWC.LL r VOLJ.\., .'.>\..lH,JVL;:) r ur B I L I NG UAL OlLU'H.,U/\L tUUl..AllUN ll'IH~.)l I J.\.IIH\L 1 1. S T UDY T EAM PRU<.,;K.AM RETAINED RE P ORT STUDENTS RETAINED IN BILINGUAL - SAME GRADE SCHOOL: ______________ CLASS:__________ _ TEACHERS: (Grade) (Nat.) TESTS RESULTS STUDENTS'NAMES . 00 00 -r-<O QJ . Oil > <( "' "' ... "' u"' -0 <!) .-< STATE BASIC SKILLS FOR IPT GRADES3-6-9 ENG. GINN/ ADD. READ. MATH.WRIT. BIL. TCH. POST BASALBASAL ---------------------(Bilingual) DATE: --------- (ESL) RECOMMENDATIONS 0-. READ. MATH. 0-. ESL STD. CHAP PRIN CURR SP. LAU TCH. TCH. l TCH COORD FAC. QJ -00 TBE • -0"'... SUPV. <!) II ·I . I I . I I ' , ; • , ' - 00 00 0-. . - COMMENTS �LOWELLPUBLIC SCHOOLS B1 L I NGUAL TRANSITIONALBILINGUALEDUCATION PROGRAM P UP 1 L S T UDY T EAM BILINGUAL PROMOTION RE P ORT STUDENTS PROMOTED IN BILINGUAL FOR 1988-1989 SCHOOL: _____________ CLASS:_________ _ TEACHERS: (Grade) (Nat.) -----------------------(llilingual) --------- RECOMMENDATIONS TESTS RESULTS STUDENTS'NAMES DATE: (ESL) co co ,_ -- .. co 00 :> <( (/) (/) "' ... u "' c., -0 .-1 STATE BASIC READ. MATH. SKILLS FOR !PT GRADES3-6-9 ENG. GINN/ ADD. READ. MATH.WRIT. BTL. TCH. POST BASALBASAL I.,-°' co .. ESL TCll. STD. CHAP PRIN CURR SP. LAU COORD FAC. TCH. I TCH TBE SUPV. . • ...•.. ' • . -··- co "' co -0 ...°' c., ..... I . ..... °' COMMENTS �..:.. ..--~ ' LOWELLPUBLIC SCHOOLS '. ' ,, DEPARTMENT OF SPECIALEDUCATION i Marci MurphySpecial Ed Center 57 TenthStreet )> 21 I _-; I . - Lowell,Massachusetts01850 ,. Tel: Date: INTER-OFFICE To: George From: Dr. Subject: Voluntary Tsapatsaris, Janice (508) 937-7685 23 Jan 89 MEMORANDUM Project L. Adie, Acting Compliance Plan Director SPED Administrator The following is in response to your verbal request of 18 Jan 89 for inform~tion on prior SPED processes, procedures and services with regard to linguistic minority students. The responses are organized accor<ling to the tasks delineated under the special education section of the Voluntary Compliance Plan. TASK 14.1. All psychological testing in Spanish and Portuguese currently is, and previously was, conducted by bilingual persons. All psychological testing in the Southeast AsiaJ languages currently is and previously was conducted by a Thai psychologist who is proficient in the cultural background of the Southeast Asian students. Though DOE allows the use of monolingual psychologists with interpreters, the Lowell SPED Department has always attempted to provide testing by bilingual, appropriately certified psychologists. TASK 14.2. Caseloads for bilingual psychologists those of monolingual psychologists. have high caseloads. TASK 14.3. Special Education evaluations often exceed the thirty (30) day time limit for majority and minority students. A Task Force is addressing this issue. Parental consent currently is, and previously was, sent home in the primary language within five (5) days of referral. A written request by a parent for SPED services does initiate a SPED evaluation, and the parent is sent a consent form within five (5) days. TASK 14.4. Bilingual personnel working with linguistic minority students have always been invited to participate in the TEAM process. For students enrolled in monolingual classes where the home language is other than English, bilingual personnel are not usually involved in the TEAM process unless TEAM members feel it necessary or unless bilingual personnel request involvement. have not exceeded All psychologists �-2\ TASK 14.5. The Lowell Special Education Department has one half time Spanish (20 hours/week), and one half time Cambodian (15 hours/week) community liaison interpreters. TASK 14.6. The Lowell School Department has employed sufficient bilingual special education teachers. Classes for Khmer speaking students have been taught by monolingual teachers with Khmer speaking aides. The Portuguese class has been taught by a monolingual SPED teacher with a Portuguese speaking aide and classes in Spanish have been taught by bilingual SPED teachers. For the past two (2) years the K-2 spanish bilingual class did not have a bilingual teacher. This was remedied this year. TASK 14.7. The SPED Department speech pathologists. sufficient monolinugal TASK 14.8. Students of LEP who are vision impaired, or require adaptive by monolingual staff. TASK 14.9. Last year linguistic TASK 14.10. Attempts minority language • there was minority have always students of barrier . has not had any bilingual We also have been unable speech pathologists. impaired, P.E., OT, a disproportionate students in 502.4 hearing PT are certified to locate serviced number of prototypes. been made to ensure that LEP are not misclassified linguistic due to a �LOWELLPUBLICSCHOOLS 89 APPLETON STREET LOWELL,MA 01852 Tel. 937-7621 937-7622 937-7623 TADEUSZH. RURAK CHAPTER I DIRECTOR TO: Henry J. Mroz, Superintendent of Schools FROM: Tadeusz H. Rurak, Chapter 1 Director .SUBJECT: Civil Rights Complaint Regarding Chapter 1 DATE: January 23, 1989 Y. )le;:;:? Prior to the Civil Rights complaint, Linguistic minority students were provided equal access to Chapter 1 Services. Through uniform criteria, children were selected for participation on the basis of educational deprivation, not on the basis of English speaking proficiency alone. The referral/selection process ranked students according to greatest need. A system-wide rank order eligibility list identified students in greatest need. These instructional services were provided in the English language. The Chapter 1 Director, the Project Director and the Bilingual Director met regularly to address the needs of the Bilingual Department, and to address the remedial services for the linguistic minority students. The State Department of Education participated in the coordination of efforts between Bilingual, Special Education and Chapter 1 programs, and in the monitoring of remedial services for the Linguistic Minority Student. Since the complaint, this year Chapter 1 instructional services have been provided in the native language at the following sites: Spanish Remedial Reading at the Pawtucketville Memorial School and Khmer Remedial Mathematics at Lowell High School. Two full-time Chapter 1 Parent Liaisons: one Native speaking Khmer and one Native Speaking Hispanic have also been added to the program. �• UNITED STATES DISTRICT • DISTRICT COURT OF MASSACHUSETTS Civil • LOWELL HISPANIC PARENTS ADVISORY COUNCIL, et al., Plaintiffs ) ) ) vs. PLAINTIFF'S AFFIDAVITS AND EXHIBITS IN SUPPORT OF MOTION FOR COSTS AND ATTORNEY FEES ) ) GEORGE KOULOHERAS, et Defendants al., ) ) _______________ • The following ) Exhibits Motion • • • • 87-1968H ) ) • No. are for 1. Affidavit 2. Time Record 3. Affidavit 4. Time 5. Affidavit 6. Time 7. Affidavit 8. Time 9. META expenses. of Roger of of Newspaper J. of Plaintiffs' Fees: Rom L. Rice Roger L. Rice. Camilo-Perez of support Rom Bustillo of Camilo-Perez record 11. in and Attorneys J. of Alan record Consent Costs of Alan records 10 . submitted / Bustillo Nury Marcelino of Nury Marcelino. Order. Exhibits. 0552n • I HEREBY CERTIFY THAT A TRUE COPY OF THEABOVEDOCUMENT WASSERVED UPONTHEATTORNEY OFRECORD FOR EACHOTHER PARTY BYMAIUH,AiHEJ ON: l.)-Z-'1 / • ., ..,ft, r F:~i~ �• UNITED STATES DISTRICT COURT DISTRICT OF MASSACHUSETTS • HISPANIC PARENTS ADVISORY COUNCIL, ET AL. : Plai11tiffs : • . . vs . • GEORGED. KOULOHERAS, ET AL. Defendants • AFFIDAVIT pains Alan 1. since the • Farm Lawyers' Worker Connecticut. Connecticut • for attorney Services, Inc. 2. I I am also in January of of Connecticut Bridgeton, (1978), to the Bars Circuit Courts (1978), of Division from (1974), Connecticut August Worker of July Director 1977 I Inc. in Division and I New Jersey (1976), and the District (1974), 1 and New Jersey to as Legal the Bars and Ohio for the 1973 . the First Courts Hartford, I worked July (1974), directed Regional am admitted of covered Camden (N.J.) 1972 until the Supreme Court of Appeal, Bar Association Interim Services, Farm graduate Connecticut to the cou11sel to and Western Massachusetts. New Jersey school Legal the the 1973 until Neighborhood as staff the Boston 1989 I have been From August the Farm Worker am a 1972 law Under Law of of and subject depose and say: Rights jurisdiction for admitted Second (1975) Civil Since Valley k11owledge, Jay Rom and I have been employed Division River and personal hereby Committee. The of Massachusetts • Alan Committee }fassachusetts • perjury, Septe1nber 1977. a staff • for My name is the Boston OF ALAN JAY RON Jay Rom, upon my oath and penalties the Lawyers' • . ------------------I, • CIVIL ACTION NO. 87-1968-H of (1972). (1977) and the Districts (1974). My entire I HEREBY CERTIFY THAT ATRUE COPY OF THEABOVEDOCUMENT WASSERVED UPONTHEATTORNEY OFRECORD FOR EACHOTHER PARTY BYMAILJI tttlf◄ B ON: '31Vr/ti --fe1 T~·~v\ 1-. �• legal • its career haas been devoted 3. addition In inception, litigation • lawsuit, federal Action No. plaintiffs sum $10,000 my work (166.5 Springfield, al. v. et Coordinati11g Holyoke, • 79-1097; • Council et al., in counsel was resolved case. and others) v. in Connor, decree under in 1984. and costs. representing a Civil which co-cousel fees The for Of this co-counsel and the remaining v. Clark, Council Administrative complaints District Para et al., Committee Complaint Amherst, Parents No. 01-79-1024; v. Mulready, Complaint Council Hudson, $142,000 Master Parents Complaint 01-79-1004; of parents of Education, et Northampton, Graves, et Hispanic Parents Massachusetts, each of et Council which al., Portuguese Complaint Advisory al., No. 01-78-0073; v. Moriarty, Administrative J1assachusetts, No. 01-77-0078; Massachusetts, Advisory et al., Quality Humanos v. Administrative Hispanic on behalf for No. Los Derechos No. 01-78-0041,· Complaint and Cambridge, Sixth 2 • Rice and Action of the action, administrative Hispano Massachusetts, Advisory costs Administrative Complaint Administrative Parents al., Concilio Administrative Roger a federal to the present by a consent for administrative $25,117 being the share to the Lawyers' Committee several Massachusetts, Deady, in nature was paid case since hours). I initiated Massachusetts, • represented and No. H-76-38, by a settlement, fees the present Connecticut, Action with resolved litigation. court Progress $160,000 attorneys was divided amongco-counsel, for (along for in Hartford, similar approximately $8,000 In in 1978, was also rights federal Civil was resolved represented fees, into which fees received in et al., Association 78-1150-K, of attorney's involved Gaines, civil as co-counsel as co-counsel Latin of communities. entered served lawsuit, 4. • I v. the area served been other Ramos et al. seeking • several Worcester, issue • have by a co11sent decree In • to having I in to No. 01- v. Lannon, were upheld in �• • findings Office of non-compliance tor Welfare, • Civil we negotiated and tasks • (OCR) of Voluntary of Title of the school Education equal et al., Administrative Complaint Hispanic had been earlier violations Parents Tfere Advisory the investigated due to a change in parents' public complaint Only in advisory school complaints. Boston councils systems of VI, the resort Chelsea with but of Voluntary of limited v. Murray, found in Public Schools. In Complaint Schools was not the parents' No. fully group . was it possible litigation in 1988 the intervening Lau Compliance federal and state et al. Administrative Public objectives students that and findings, federal Council Massachusetts to these the goals, Stoughton representatives to negotiate Education OCR/DE eventually Title by and Waltham, without In several the of for Advisory v. McGee, et al., about Heal th, compliance opportunity of corrected of Act of 1964 by the As a result No. 01-82-1089, Council Rights which outline Parents violations 01-80-1058, 5. Plans, educational In Portuguese the (DE). system needed to ensure proficiency. years, the Civil then Department Lau Compliance to provide there VI of the English that • Rights now the Department obligations • with Plans or tor with the those administrative the above cases I worked very closely with co-counsel Roger Rice. 6. I also University, the University, • on behalf States v. schools of education University of Harvard University, agencies, I University, Pennsylvania, and San Jose University of plaintift-intervenors Texas. organizations, a course deans of graduate Stanford curiae federal represented I have also legislative as well have taught at (represented presented papers committees, as prepared Northeastern a brief before colleges, on bilingual University Georgetown by Roger Rice) and testimony schools, materials 3 • in tiling of Columbia School and education of Law, in amicus United state and community as part of "The Legal �• • System and the Hispanic/Latino I have also represented 7. • case, Hispanic Civil Action Parents • • case. not reflect Exhibit 9. the and costs. persons the court et al., awarded nearly approximately 145 hours Committee for to set rates firms Those rates for attorney's to the Lawyers' Civil These hours do case, but these hours were recorded Rights for staff Hy rate represents belong 144 hours working on the There were many discussions This rate was set by the Steering of the Steering Spring of 1987. studied. I spent that did not get recorded. the Committee Boston Bar Committee conducted a study of its Committee in the late an average of what the rates were revised fees Under Law of of the Lawyers' are in the law but the new rate is not being applied in this case. All attorney's fees awarded Committee as I am on salary. 1989 . • • E. Proulx, of my time and work. Sworn to under the pains and penalties • case, This represented A is an itemization A sub-committee member law firms staff this v. Ernest in my computer as they occurred. Lawyers' to the request • et al. In settling Hy hourly rate is $175. Association. • Council, all of the time I spent on this contemporaniously of in the Holyoke school desegregation Up and through 24 February 1989 with different • fees plaintiffs work . 8. present Advisory No. 80-0172-F. $10,000 in attorney's of legal Community." 4 of perjury this 22nd day of March �• • HISPANICPARENTSADVISORY COUNCIL,ET AL. V. GEORGE KOULOHERAS CIVIL ACTIONNO. 87-1968-H TIME RECORD-ALAN JAY ROM • • • • • • • HOURS --------------------------------------------------------------------------1.25 29 May 1987 • ACTIVITY DATE Meeting with Camilo Perez re: Lowell 5 June 1987 Review files re: OCRfindings and statistics 1.50 8 June 1987 Review files re: OCRfindings and statistics 1.25 9 June 1987 Review files re: enrollment statistics population growth Meeting at Attorney General's office and 1.00 1.75 1.00 10 June 1987 Meeting with co-counsel 11 June 1987 Meeting with Assistant Attorney General and call to Michael Alves of Mass. Dep't of Education 1.50 15 June 1987 Assemble data for draft complaint Conference with co-counsel re: drafting 1.50 .25 16 June 1987 Work on first draft of complaint 1.25 19 June 1987 Work on first draft of complaint 1.75 22 June 1987 Review statistics, 27 June 1987 Attend parents conference in Lowell and give workshop to Cambodian and Lao parents 6.25 29 June 1987 Redraft 6.50 30 June 1987 Meeting with co-counsel re: meeting at Attorney General's office Meeting with Assistant Attorney General 1.00 2.25 Complete revised 1.75 9 July 1987 revise draft complaint complaint draft of complaint re: students 4.50 complaint 5.25 10 July 1987 Revise section 21 July 1987 Update statistics 30 July 1987 Final changes in complaint and send to C,H,& S Calls to Lowell Law Dep't and Clerk's office re: acceptance of service of process 2.75 Meeting with co-counsel re: strategy for discovery, opening of school, etc. 3.50 1 September 1987 of complaint 1.25 and revise �• 2 September 1987 • 10 September 1987 11 September 1987 • • • • .50 Draft and File Motion For Joint Decision Regarding Case Assignment Pursuant To Local Rule 8 (d) (4). .75 2.00 18 September 1987 Work on first draft of interrogatories Conference with co-counsel re: interrogatories 21 September 1987 Continue 25 September 1987 Meet with U. Mass. student 29 September 1987 Finish first draft of First Set of Plaintiffs' Interrogatories to Defendants and send to cocounsel for comments Conference with co-counsel re: interrogatories 2.75 .25 Work on draft Documents 3.50 14 October 1987 first draft conference-Lowell of interrogatories .75 re: work on case of Motion for Production 2.50 .25 .75 of Continue with draft of Interrogatories and Request for Production of Documents .75 Finish final draft of Interrogatories and Request for Production of Documents and send out to Attorney Sweeney and co-counsel 1.50 27 January 1988 Meeting of co-counsel 1.50 29 January Conference 16 October 1987 • Attend Court Conference in Lynn HPACand discuss assignment issue. Attend Desegregation 8 October 1987 • 4.00 16 September 1987 • • Meeting in Lowell re: desegregation implementation, funding, etc. 1988 re: strategy/negotiations .50 with co-counsel 1988 Meeting with Mayor of Lowell, 5 February 1988 Court Conference 11 February 1988 Meeting of counsel Negotiation meeting in Lowell Travel to Lowell 1.00 3.00 10 March 1988 Strategy 1.00 11 March 1988 Meeting in Lowell: Negotiations Travel to Lowell 3.25 1.50 10 June 1988 Meeting of Counsel re: Lau Plan revisions Meeting in Lowell re: Negotiations 1.00 conference et al. 3.00 3 February .75 with co-counsel 1.50 3.00 �• • • • ' 14 June 1988 Review and comment re: Lau Plan revisions 5.50 16 June 1988 Meeting with Counsel re: 3.00 21 June 1988 Meeting with counsel re: Lau Plan, re: substance and positions • • • • • 2.00 Review Lau Plan proposals, meeting of counsel Meeting in Lowell re: Negotiations 2.75 3.00 1 July 1988 Review Lau Plan proposals, meeting of co-counsel Meeting in Lowell re: Negotiations Travel to Lowell 1.50 2.50 1.50 5 July 1988 Review State 2.50 6 July 1988 Review State Dep't of Education comments and draft options for Lau Plan inclusions 2.75 Conference with co-counsel re: options due to State Dep't of Education comments and draft proposed strategy 3.00 11 July 1988 Draft new language 1.25 2 August 1988 Meeting of Counsel re: strategy Travel to Lowell Negotiations with Mayor, Sup't, 30 September 1988 Dep't of Education Review response defendants. to sections comments of Lau Plan of Lowell Public et al. 1.25 .75 2.25 School 1.75 3 October 1988 Meeting with co-counsel re: strategy. 2.00 20 October 1988 Meeting with co-counsel re: depositions. 2.00 15 November 1988 Review settlement Co-counsel. 4 December 1988 documents and comments to .75 Meeting with Cambodian clients to review settlement and need for monitoring. 8 December 1988 Meeting of co-counsel re: hearing 9 December 1988 Hearing on Settlement Agreement. 16 December 1988 9 January 1989 12 January 1989 • strategy 24 June 1988 8 July 1988 • changes in Lau Plan on 9 December. 1.25 .75 1.00 re: order .50 Court Hearing re: Entry of Judgment .75 Conference with co-counsel Conference with co-counsel re: Transcript 1.00 �• 4 • • • 18 January 1989 Conference with co-counsel re: Meeting in Lowell Meeting in Lowell with Mayor and counsel Travel to Lowell 24 January Conference with co-counsel 1989 1 February 1989 Conference re: Proposal 8 February 1989 Conference with co-counsel re: Visit 9 February 1989 Conference with co-counsel re: report 24 February 1989 Court Hearing re: Entry of Judgment Total Hours at $175=$25,200.00 • • • • • • • re: Entry of Judgment for Monitoring .50 1.75 1.50 .50 .25 to Lowell .25 .25 .50 144.00 �• UNITED STATES DISTRICT COURT FOR THE DISTRICT OF MASSACHUSETTS • • ) LOWELLHISPANIC PARENTSADVISORYCOUNCIL, ) ET AL. ) ) Plaintiffs ) ) • ) Civil Action ) No. 87-1968-H v. ) ) GEORGEKOULOHERAS,ET AL. ) ) • Defendants ) ____________________ ) AFFIDAVIT • NOWCOMESRoger L. Rice, the above entitled matter co-counsel and hereby for swears Plaintiffs in and affirms the following: • • 1. the University • of Pennsylvania in 1965 and from Law School in 1968. in Connecticut, District of Columbia and am a member of the bar of the 5th, 8th and District of Appeals of Massachusetts, 2. rights of Columbia and the Eastern and District I have specialized since of limited Massachusetts I am to practice litigation • from Yale University admitted Courts • I graduated United District in U.S. v. Texas (Bilingual); Pickard and numerous other 1st, Circuit of Texas, District of Columbia . in educational 1970 and particularly English States and the proficient civil cases regarding students. Keyes v. Denver; cases including rights the the I was counsel Castaneda leading v. �• • testing Illinois, Independent for Texas, for per hour (1987), No. 362,516, in civil earlier is $190.00 well Boston an hour. the hourly paralegal awards below the litigation, falls District and in Keyes v. Denver considerably case my work in in Edgewood Based upon these rates for obtained within assistance Based rate the of range by Boston of law firms . 4. The summary of hours expended related and attached to this contemporaneous course of this period case maintained litigation. only on this of conferences hours to and from my home. judgment time spent -2- is based statement of work this Not included, for with spent on the over my attorney in telephone I have also in legal compensable. work hereto of my time case. and many additional legal by me throughout a fraction were many hours conferences for The attached which was spent example, billing records reflects would be clearly • Texas in this charged in this in Massachusetts California, v. Kirby, Nury Marcelino rates colleagues • rate on my experience $50/hour rates (1985). with my hourly case in and Connecticut. County, in jurisdictions performed • Rhode Island, District per hour) directly • School participated Supreme Court cases have been $150.00 of Travis ($160.00 rights court-ordered cases hourly • Past I also leading language Pennsylvania similar area, • the (Lynn and Worcester), Court • (1974), and in other 3. • Debra P. v. Turlington. Lau v. Nichols area • case research eliminated which as a I believe �• 5. • The summary of expenses incurred by my office, Advocacy (META), Inc. Camilo Perez-Bustillo, • prosecution of this attached Multicultural on behalf was for Education, of myself, and paralegal Training in the matter. Roger~ SWORNAND SUBSCRIBED BEFORE ME THIS 23RD DAY OF MARCH,1989 • NOTARYPULIC MY COMMISSIONEXPIRES ON: <; SC'ARD 3 • • • I HEREBY CERTIFY THAT A TRUE COPY OF THEABOVE DOCUMENT WASSERVED UPONTHEATTORNEY OFRECORD FOR EACHOTi1EA PARTY BYMAIUHl!HB ON: 3{-z.,"f($ "\ fir- G..,~S~ • -3- • and my colleague Nury Marcelino • • expenses ' 95 �• 11 Roger • 1986 • PAC meeting travel 10/19 Total • L. Rice 4/14 4/17 4/19 • 6/10 • 4.5 conf. with CP review Mroz memoranda school committee meeting conf. with clients travel 5/8 5/13 .5 1.5 1.0 2.0 4.0 1.5 .3 .5 1.0 2.0 1.5 1.5 meeting with CP, AR re: drafting complaint review plans for desegregation conf. with AR, NM, parent liason workshop with Cambodian, Laotian parents re: rights in Lowell travel 1.0 8/10 review 2.0 9/1 conf. violence on site travel conf. review conf. conf. conf. meeting 6/12 6/15 6/27 9/9 9/10 9/16 9/18 9/21 9/29 Total complaint CP, AR, re: at schools opening 1987 of school monitoring CP re: opening of school motion on case assignment Alan Rom re: interrogatories Roos re: case status CP' AR, with clients, Ala Reid review interrogation review req. for protection conf. CP 10/15 10/19 10/29 • 3.0 1.5 conf. with Camilo Perez re: PAC meeting, segregation issue review Dept. Ed. Lowell file conf. CP, re: Cambodian segretation review file, state monitoring reports meeting with Laotian parents travel conf. with CP, re: Gretel Clark, Ana Ocasio 4/9 • • School 1987 5/7 • High 1986 4/21 • Lowell 2.5 .6 5.0 1.5 3.50 4.0 1.5 .5 .5 .5 .4 .8 2.0 .5 1.0 .5 45.60 �• 12 1988 • • 1/27 1/29 conf. conf. 2/3 conf. with Howe, Sweeney travel conf. with state dept. ed. conf. with Judge Keeton preparation for conference conf. with counsel and negotiation with defendants travel review school data 2.0 1.5 3/3 3/9 3/10 3/11 review school data cont. on data with CP conf. AR, CP negotiation at City Hall preparation travel 1.5 5/3 review settlement proposal review latest plan draft conf. CP re: plan meeting Lowell with Howe, Sweeney review plan, conf. with clients, pre-post meeting travel prepare for meeting meeting with defendants in Lowell conf. with clients travel 2.0 1.5 review plans review defendants draft conf. with CP meeting in Lowell, negotiations preparation for meeting review plans draft plans and conf. AR conf. CP conf. CP, AR re: plan meeting in Lowell with defendants preparation and conf. with clients travel 1.5 2.5 conf. AR, CP negotiation meeting with defendants travel review state monitoring report review state report, conf. AR, CP and review latest draft prepare plan for defendants 1.5 2.5 1.5 1.5 2/4 2/5 2/11 2/22 • • 5/5 5/12 • 5/25 5/26 • 6/8 6/9 6/10 • 6/15 6/16 6/20 6/21 6/24 • 7/1 • 7/4 7/8 7/11 • CP, AR AR, CP 1.50 .4 .5 .5 .5 3.0 .5 .5 .5 1.0 2.5 .5 1.0 .5 4.5 1.5 1.0 3.0 1.5 1.5 .5 2.5 1.5 2.5 3.0 .5 2.0 2.5 1.5 1.5 2.0 1.5 �• • • • • • 13 7/28 review 8/2 2.5 8/30 negotiation meeting in Lowell with defendants preparation for negotiation with CP AR meeting with clients travel prepare follow-up letter discussion with US Dept. of Justice conf. CP, Howe, GT conf. Howe review plan and conf. AR on plan review plan conf. CP 9/28 conf. 1.4 10/3 10/14 meeting with cousel re: negotiation conf. at City Hall and preparation travel meeting with counsel re: deposition 2.0 3.5 1.5 2.0 review meeting travel Lowell 1.5 1.5 1.5 2.0 8/3 8/4 8/5 8/15 8/25 8/26 10/20 11/2 11/3 • • • • • • 11/9 CP, Javier response Colon, court papers in lowell with School 1.0 AR defendants Comm. meeting conf. with Cambodian MAA case review travel conf. with AR, Thayer F.S. hearing Fed. Court, prepartion conf. with Laotian MAA case review travel review draft CP affidavit conf. AR, review order review telephone log, prepare notice Spanish version review telephone log confs. re: notice, radio conf. in Lowell re: notice, radio station, sun, MAA, etc. travel conf. Laotian, Cambodians 12/4 12/8 12/9 12/11 12/13 12/16 12/19 12/20 12/22 12/23 12/26 Total defendants 1988 1.75 .5 1.5 1.0 .3 .5 .2 1.5 .5 1.0 1.0 1.5 .755 1.0 1.0 1.5 .s .s 3.5 1.0 .s 3.0 1.0 .2 113.82 1989 1/9 1/10 1/12 1/18 court hearing on plan prepare hours for meeting pickup transcript, conf. AR meeting re: Lowell plan and fees conf. AR, JC, travel, meeting at City Hall 1.0 2.0 1.0 3.0 �• • 14 conference with of judgement 1/24 • • • • • • • re: entry .50 conference re: proposal for monitoring conference with co-counsel re: visit to Lowell conference with co-counsel re: report court hearing re: entry of judgement 2/1 2/8 2/9 2/24 • co-counsel Total 1989 Total Roger .25 .25 .25 .50 8.75 Rice, telephone log included 172.67 �• UNITED STATES DISTRICT COURT FOR THE DISTRICT OF MASSACHUSETTS • • LOWELLHISPANIC PARENTS ADVISORY COUNCIL,} et. al. ) ) Plaintiffs ) ) V • Civil Action No. # 87-1968-H ) ) • GEORGE KOULOHERAS, et. al. ____________________ ) )) Defendants • AFFIDAVIT NOW COMES • Plaintiff in the affirms the 1. • related to records maintained Kirby, and • • rates Training of this Past similar cases a similar the of this hours case by me is and and hereby for swears and expended on based contemporaneous my and Advocacy on office, legal work Multicultural (META}, Inc. throughout the litigation; court-ordered included an educational in matter co-counsel following: directly course Perez-Bustillo, above-entitled summary 2. • Camilo The Education, • ) rate Boston in rates $120 per hour rights case Keyes v. area exceed obtained in for in I.S.D. v. Edgewood in Austin, Denver. those my work Texas Given in Austin in that 1987, billing or Denver �• and given • rate the in this 3. in what each each group which example, colleagues • these also worked night Law • • since from in Boston in my first including a billing 1981, specialized employment work as co-counsel and this for my attorney Since most telephone during of the the day, frequent. time work over in were from Northeastern of spent would be clearly May, achieve included, with unavailable judgment Bar in February, I have home. discussions remedies to Not hours hence groups the my time case. not group, client and conferences my and were I graduated 5. of time statement of this and 4. Massachusetts on additional I believe attached This each negotiating fraction many as which a hours and weekend eliminated research • to plaintiffs spent many and conferences The only . case in of of various legal and wanted. was were the deal claims the Latino, Lowell . a great among my principal the of and legal deserved, reflects I was the communities, facts discussing group performed period • and case, I spent meetings experience, hour . communities that the numerous explaining separate meant per of this Laotian in gathering which • and and additional be $150.00 course three representation but of time would the for Cambodian, only • l case During counsel • passage I have spent in legal compensable. University was School admitted to of the 1982; in educational as an in the rights attorney U.S. in v. litigation June, Texas, 1981, Castaneda �• v. Pickard, Commissioner 6. • spent in this Keyes v. of Education The on issues litigation hours Denver, and Edgewood included in which Lynn in Plaintiffs the Hispanic PAC v. cases. summary have attached prevailed thus were far . • CAMILO PEREZ-BUSTILLO • SWORNAND SUBSCRIBED BEFORE ME THIS IY q DAY OF DECEMBER, 1988 • • MY COMMISSION EXPIRES ON: M'lCOMMISSION EXPIRES MARCH 16, 1995 • • I HEREBY CERTIFY THAT ATRUE COPY OF THEABOVEDOCUMENT WASSERVED UPONTHEATTORNEY OFRECORD FOR EACHOTHER PARTY BYMAIUMANO ON: :,(-t-i/"', ~ ,. • • (At~\ y'll\,~~ �• 1 Lowell • • • • • • Camilo Perez-Bustillo 1986 Date Description Time 9/12 first meeting with Adriana Rodriguez, Prem Suksawat Ana Ocasio, re: Lowell situation rep. of future plaintiff, Ana C. at SPED hearing, Lowell High School, travel meeting bet. AO and Justice Dept. re: possible fed. civil rights violations in Lowell public schools, travel 4.5 10/19 first meeting with Lowell Hispanic PAC (Ana Ocasio, pres.), with Roger L. Rice, travel 4.0 11/19 meeting with Hispanic PAC board,re: desegregation of bilingual ed. concerns in Lowell, travel meeting at MAC re: civil rights violations against S.E. Asian students in Lowell, Lynn; consultation with MICAS 4.0 participation in hearing panel re: statewide patterns of education rights vilation re: S.E. Asian students, focus on Lowell representation of future plaintiff Dolores C. re: bilingual SPED at Krebbs School (SPED placement), travel meeting of immigrant students' rights workgroup re: Lowell at MAC 4.0 9/22 11/26 12/4 12/10 • 12/17 Total • • 2.0 3.0 2.0 26.50 1987 1/5 • 1986 3.0 1/7 meeting with Josephine Carabello at CRS, us DOJ in Boston re: Lowell (both re: S.E. Asians and Hispanics) attendance at CRS forum re: Lowell at Bartlett School 2.5 5.0 �• 2 meeting at Int'l Institute of both Asians and Latinos to prepare statement of concerns to Sup't at forthcoming meeting meeting in Lowell at City Hall re: segregation concerns 5.5 2/1 meeting in Lowell at Centro Hispano with Hispanic PAC re: segregation issues 5.5 3/5 meeting travel 4.5 4/5 meeting with Lowell Hispanic PAC travel meeting with Lowell Hispanic PAC travel conversation with state Department of Education Northeast Regional office with Katherine Best re: State Department of Education position on need for desegragation in Lowell; review of state correspondence and monitoring on issue meeting with L.A.O org. of Lowell, Bd. pres. re: seg. of Laotian students in Lowell with RLR at Int'l Inst., travel meeting with Hispanic PAC travel meeting with Carob. MAAbd. members re: seg. with RLR at Int'l Inst . travel meeting with Executive Director Theresa Theobald of Cambodian MAAre: segregation issue, travel meeting with Lowell Master PAC travel meeting with Cam. MAABd. members re: may 6th School Committee meeting in Lowell, travel meeting with Camb. MAABd. members re: May 6th School Committee meeting in Lowell, travel meeting with Camb. and Laotian parents of children in segregated or substandard settings 1/14 • 1/29 • • 4/9 4/13 • 4/15 • 4/16 4/17 • 4/24 4/27 • 4/29 4/30 • 5/3 • • with Lowell Hispanic PAC, 5.5 4.5 4.5 2.0 4.5 4.5 4.5 5.0 5.5 4.0 4.0 door to door with Hispanic PAC members 6.5 incl. future plaintiffs Alex Huertas and Ana Ocasio - meeting with parents of children in segregated substandard settings, also with students themselves �• 3 5/6 • 5/12 • • 5/13 5/15 • 5/20 5/22 • 5/26 • 5/27 5/29 • • 6/2 6/3 6/5 • 6/7 • special meeting of Lowell School Comm. at Little Theater, H.S. re: segregation; meeting afterwards with rep. of Hispanic, Cambodian, Laotian communities meeting in Lowell at Centro Hispano with parents of Hispanic students in segregated and substandard settings; prep. for School Comm. meeting, on 5/13; review of data, etc. prep. of draft of letter summarizing ling. minority concerns (delivered to School Committee and State Commissioner of Education on 5/12) attendance at School Committee meeting re: desegregation, travel meeting at City Hall with Mayor, City Manager, re: desegregation planning travel meeting with current and former bilingual program staff, Bd. members of Carob. MAA re: list of parent concerns; revision of draft of letter re: minority concerns, travel meeting wth Lowell Mayor (Chairperson of School Committee) on behalf of ling. min. comm. re: deseg.; planning meeting with reps. of ling. min. org., travel planning meeting with Hispanic parents to prepare strategy for School Comm. meeting on 5/27 attendance at School Committee meeting re: deseg., travel meeting with Rom re: Lowell in Boston 5.0 meeting with local NAACP counsel (June Gonsalves) re: planning of deseg. suit, possible co-counseling; meeting with potential Carob. plaintiffs, comm. reps. at CMAA, planning of strategy for visit by State Educ. commis. on 6/11, travel meeting with Alan Rom, Lawyer's Comm. re: Lowell situation, possible co-counselling, planning for filing suit attendance at special meeting of Lowell School Comm. re: deseg . with attendance of reps. from State A.G.'s office meeting of Lowell Hispanic PAC 1.5 9.0 5.5 4.5 5.5 8.0 5.0 5.5 1.25 3.5 3.5 7.0 5.0 �• 4 6/9 • 6/10 6/11 • 6/12 • 6/25 • 6/27-28 6/30 • • 7/1 7/3 7/4 7/8 7/13 • 7/15 7/16 7/20 • • • 7/22 7/23 7/25 7/26 7/27 7/28 meeting at A.G.'s office re: both possible state and ling. min. parent litigation against Lowell re: deseg./bilingual education meeting with RLR, AJR, co-counsel re: drafting of complaint attendance at special meeting of Lowell School comm., and then at public hearing with State Commir. of Ed. re: desegregation/bilingual issues review of State Department of Education Desegragation plan adopted by School Committee on 6/11; discussion with Hispanic, Cambodian, and Laotian client representatives re: plan's implication telephone conv. with L.A.O. staff/ bd. member re: Laotian plaintiffs; ID of affidavits, request and review of student records 2 day conf. of lingu. min. parents in Lowell workshops with Hisp. students, Carob. and Laotian parents, strategy meetings meeting with co-counsel to plan meeting with A.G.'s meeting with A.G.'s re: Lowell litigation, state posture; interviewing of potential plaintiffs 3.25 interviewing of plaintiffs interviewing of plaintiffs interviewing of plaintiffs first meeting of deseg. planning task force,Lowell School Dept. teleph. conv. with Tsapatsaris re: student assignments; compilation of school system data attendance at Lowell School Comm. Deseg. planning meeting, Lowell meeting with bilingual special ed. program staff re: S.E. Asian bilingual SPED concerns meeting of deseg. planning group re: compliance issues in Lowell; first draft of complaint re: language programs draft complaint re: language issues draft complaint draft complaint draft complaint re: language issues review draft complaint 6.0 4.5 4.5 5.0 1.0 1.75 3.5 4.5 .5 4.0 6.0 1.00 2.5 1.6 .25 5.0 3.0 4.5 3.5 4.0 2.0 5.0 4.0 4.5 3.5 1.0 �• 5 8/5 • 8/12 8/20 8/26 • 9/1 9/2 • • 9/8 9/30 10/9 • 10/10 • 10/14 10/19 • 10/25 10/26 • 10/27 •• • meeting of deseg. regarding filing meeting of deseg. in Lowell meeting of deseg. in Lowell meeting of deseg. in Lowell planning group of suit in Lowell planning group 3.5 3.5 planning group 3.5 planning group 3.5 meeting with co-counsel Rice and Rom re:preparation of discovery requests and concerns about potential violence at opening of schools meeting of deseg. planning group in Lowell present on opening day of school at several different sites throughout the city to monitor regarding potential civil rights violations; meeting with Hispanic, Cambodian, Laotian comm. representatives re: reports from each school with large numbers of children deseg. planning group meetings in Lowell 3.25 meeting with named Hispanic plaintiff Alex Huertas and Ana Ocasio regarding next steps in litigation and breakdown in student transportation system during first three weeks of school meeting with cambodian comm. organization regarding lawsuit meeting at Centro Hispano in Lowell with Hispanic, Laotian, and Cambodian community representatives attendance and participation at public presentation by State Ed. Commissioner Raynolds at Lowell's citywide parent council re: deseg. implementation issues meeting with L.A.O. Laotian org. of Greater Lowell re: current status of lawsuit meetings in Lowell with Hispanic PAC leadership; Cambodian and Laotian community representatives; and bilingual SPED staff re: litigation issues representation of named Laotian plaintiff Anousakh P. at special education team meeting re: unmet needs; meeting and public presentation at UNITAS community agency re: deseg. compliance issues 4.0 5.5 7.5 4.0 4.0 3.5 4.0 3.5 7.0 6.5 �• • • 6 10/28 Lowell 11/22 meeting with L.A.O. Lowell re: lawsuit meeting with L.A.O. re: lawsuit 11/25 12/1 12/7 • 12/15 • 12/17 12/22 • Total Total deseg. planning meeting org. 4.0 of Greater pres. bd. members meeting with State Dept. of Ed. educational equity and bilingual ed. and regional monitoring staff re: Lowell, Lynn, and Lawrence litigation and related concerns representation of plaintiff class member Lina Earn in special education team meeting at Robinson School in Lowell; meeting with Hispanic PAC leadership re: lawsuit representation of named plaintiff Dolores C. at special education team meeting at Learning Prep School in w. Newton (Educational placement paid by Lowell Public Schools) another Lowell SPED core another Lowell SPED core 1987 including telephone log attached 3.5 3.5 4.0 3.0 1.5 3.5 3.5 3.5 333.75 362.55 1988 • 1/27 1/31 • 2/1 2/3 • 2/5 • • 2/8 meeting with co-counsel Alan Rom re: lawsuit; attendance at Lowell School Committee meeting with Hispanic PAC participation in meeting of Citywide Parent Council with Alex Huertas, president of Hispanic PAC, re: possibility of entering into settlement discussions with Mayor Howe meeting with co-counsel Alan Rom, Roger Rice to prepare for first meeting with Howe; planning meeting with Hispanic PAC leadership; fist meeting with Howe, Sweeney conference with Judge Keeton re: Lowell case participation in Lowell Education Town Meeting re: desegregation/ bilingual education concerns 1.0 3.0 3.5 3.5 1.0 1.0 3.5 1.0 2.5 �• 7 2/9 • 2/11 2/13 • 3/1 3/4 • 3/6 3/9 3/10 • 3/11 3/13 • 3/15 3/17 • 3/20 3/21 • 3/23 3/28 • 3/30 • 4/4 • 3/31 preparation of Data Issues request (14 different issues) as basis for formulation of negociation issues second meeting with Howe, Sweeney at city Hall in Lowell re: settlement review of Lowell complaint, 5/21/87 letter, and desegragation plan with Cambodian MAA staff and Board members re: objectives in negociation process, travel meeting with Cambodian MAA staff, Bd. Lowell re: negotiations preparation of summaries re: current school data for Carob. MAA pres., Bd. members meeting of Hispanic PAC in Lowell attendance at meeting of Mayor's Blue Ribbon Comm. on Desegregational issues in Lowell attendance at meeting of Lowell school building planning comm . negotiation session with Mayor Howe, et.al., at City Hall meeting of Hispanic, Carob., Laotian leadership in Lowell at Centro Hispano re: settlement discussion and formulation of proposed remedial plan initial research and consultation with educational experts re: remedial plan meeting to consult with Middleses Comm. College ESL staff re: settlement plan, also with guidance program staff at High School meeting with Hispanic Cambodian, Laotian community leadership in Lowell meeting in Lowell with Cambodian and Laotian teachers and staff re: proposed settlement plan presentation at Blue Ribbon Comm. on desegregation re: current status of lawsuit consultation with expert on immigrant student programming issues re: settlement plan drafting of first version of Lowell settlement plan representation of class member Chhin Rath at special education team meeting re: unmet needs 4.0 meeting of workgroup involved in drafting in Lowell; review of to data requests 5.0 of clients settlement plan, Lowell responses 3.0 2.5 3.0 2.0 3.0 3.5 3.0 4.0 4.0 1.5 4.5 4.0 4.0 3.0 1.5 5.0 3.0 �• 8 4/10 • 4/19 4/20 • • • 4/21 4/22 5/6 5/17 5/19 • • 5/23 5/24 • • 5/26 6/6 6/9 6/11 • • attendance at public hearing re: proposed school building plan pursuant to state desegregation funding attendance at Lowell City Council meeting re:application for state desegragation funding attendance at Lowell School comm. re: desegregation funding final drafting of first version of Lowell settlement plan delivery of first version of Lowell settlement plan to Mayor, Superintendent, members of Blue Ribbon committee; meeting with Hispanic PAC re: plan, next steps in negotiations 3.5 meeting with Hispanic, Cambodian, Laotian school staff, comm. members re: settlement plan; review of Lowell responses to data requests meeting with representatives of Hispanic, Cambodian, Laotian communities re: current status of negotiations; review of Lowell responses to data requests meeting with representatives of Lowell Plan, private agencies, citywide Parent Council, Camb. MAA and L.A.O. organization, School dept. re: desegregation compliance issues, school building plan, lawsuit; representation of class member Vannarith Sok re: special education issues at team meeting meeting with Lowell's Citywide Parent Council re: desegregation issues attendance at Lowell city Council School budget discussions re: state desegregation funding meeting with Mayor Howe re: negotiations; meeting with Lowell Hispanic PAC re: status of negotiations 4.5 meeting with Hispanic, Cambodian and Laotian client workgroup re: settlement negotiations preparation for next negotiation session on 6/10 review of 6/10 Lowell draft of proposed settlement plan 4.0 3.0 3.5 5.5 .5 3.0 5.0 1.5 2.5 3.5 3.5 2.0 3.5 4.0 2.0 �• 9 6/13 • 6/14 • • 6/16 6/18 6/23 • • 6/24 7/1 7/12 • 7/30 8/2 • 8/3 8/5 • 10/3 • • 10/14 conv. with Alex Huertas, Ana Ocasio and S.E. Asian community leadership re: statements to be read at City Council meeting on state desegregation funding issue on 6/14 conv. with George Tsapatsaris, L.A.O. pres. Ly Khoxayo and Alex Huertas re: current status of negotiations, nature of most recent state monitoring report, desegregation funding issue review of draft plan for University of Lowell bilingual demonstration school and Robinson and Reilly prosposals for Two Way programming preparation of revised plaintiff's draft of proposed settlement plan (sent to Lowell 6/21) meeting in Lowell with Hispanic, Cambodian and Laotian client workgroup re: current status of negotiations meeting with co-counsel at META to prepare today's negotiation session; negotiation meeting with Mayor Howe, et.al. in Lowell 1.0 1.5 2.0 4.5 3.5 1.0 4.0 preparation of negotiation session with co-counsel; negotiation with Howe, et.al., in Lowell preparation of further revisions in proposed settlement (sent to Lowell on 7/13) review of Lowell's latest version of plan dated 7/25 2.0 preparation of memo summarizing negotiation issues, preparation for negotiaion with co-counsel; negotiations with Howe, et. al, in Lowell review of RLR memo re: comment status of negotiations review of State Department of Education's 6/6 monitoring report re: Lowell compliance with state law, comparison with plan's provisions and our data (35 pages) meeting with co-counsel re: strategy in negotiations preparation for negotiation session; negotiation meeting with Howe, etc. in Lowell 3.25 4.0 3.0 2.0 1.0 2.5 2.0 1.0 4.0 �• 10 10/20 • 10/28 10/30 • 10/31 11/3 11/9 • 12/8 12/9 • • • • • • • meeting with co-counsel re: new discovery motions; meeting with Hispanic, Cambodian, Laotian client workgroup in Lowell re: current status of negotiations initial drafting of settlement motions meeting with Camb. MAA board re: update on negotiations final drafting of settlement motions 2.0 final negotiation meeting with Howe, et.al. to reach agreement attendance and participation at Lowell School Committee's approval of settlement agreement 2.5 preparation for first court hearing, on 12/9, to submit settlement agreement and motions for court approval court hearing re: settlement 1.0 Total Total 1988 including Total Camilo telephone Perez-Bustillo log attached 3.5 2.5 3.5 1.5 3.5 200.75 217.55 606.60 �• UNITED STATES DISTRICT COURT FOR THE DISTRICT OF MASSACHUSETTS • • LOWELLHISPANIC PARENTSADVISORYCOUNCIL, et. al. Plaintiffs • Civil Action no. 1187-1968-H V. GEORGEKOULOHERAS,et. al. Defendants • • AFFIDAVIT Nury Marcelino, • related The summary of hours to this (META), Inc. 2. case and the Latino, • • by the respective with school and public assisting counsel claims communities. in the gathering of each group . served A great communities available I assisted and often the counsel home visits services records Training between meetings, work directly maintained and Advocacy litigation. and Laotian school hearings. of this liaison in frequent administrators meetings Education, Cambodian, discussing on para-legal on contemporaneous the course I was the principal My time was spent the following: Multicultural throughout in the above-entitled expended case is based by me and my office, conversations • for Plaintiff matter hereby swears and affirms 1. • para-legal deal of facts clients for this of Lowell. and telephone for, or needed in communicating as interpreter in of time was spent and in following in legal �• • The enclosed statement to this does not include case many home visits, with clients indicating the number of hours all translation of my time, of documents, to and from my house during I dedicated not included and telephone the evening were conversations and weekend hours . • 3. During my employment I have worked closely Massachusetts • • workshops parent with around related special I have negotiated for services I organize parents statewide achievement, 4. Prior Language conference 12 cities workshops,discussions, dropout prevention, to joining Center and other pertinent parent related students communities. which brings together and towns throughout related to student topics. by the Boston Interpreter/Translator rights, and other minority and lectures META I was employed as a Court system, and in different and community members from over for education, of language parent throughout I have provided U. S. school on behalf trainer communities issues. and bilingual on many occasions the annual Massachusetts Court minority rights understanding subjects. school linguistic educational to: involvement, at METAas a para-legal/parent Superior . • rC' • SWORNAND SUBSCRIBEDBEFORE ME THIS • • • ~,.J_ DAY OF #lfAc;/ /2',fJ a~~~---=======--NOTARY~ MY COMMISSIONESPIRES ON: �• LOWELL • • • • Nury Marcelino 1986 Di\TE DESCRIPTION TIME 11/25 meeting with Hispanic PAC board members, re: Master Pi\C meeting coming up, travel 3.5 11/26 Master PAC meeting with George Tsapatsaris re: needs and problems of students in the Lowell bilingual program, travel served as Interpreter for Hispanic parents 4.0 11/28 follow-up telephone conversation with Hispanic PAC board member re: discussion on results of Master PAC meeting to report at next PAC mtg . 1. 0 12/4 participation in hearing re: statewide patterns of education rights violations; S.E. Asian students, focus on Lowell 2.0 12/9 meeting with Hispanic PAC to assure follow-up of ~arenl co~cerns dnd st~dent needs presented at Master PAC meeting, review of parent's rights in securing school services for their children 4.0 • TOTAL 1986 • • • • 14.5 1/5 meeting with Josephine Caraballo, re: Lowell , Hispanics and S.E. Asians 2.5 1/7 attendance at CRS ofrum re: Bartlett School, travel 5.0 1/8 telephone conversation witl1 Laotian comm. Reps. re: parent's concerns 1.5 1/9 meeting with Somm;inee Bounphasaysonh, fr.om the Lan ti .111 c:ommunity, re: scg. of Laotian students in Lowell P. scl1ools 3.5 1/14 meeting at Int'l Institute of both So.east Asians and Latinos to prepare statement of concerns to Sup't at forthcoming mtg., travel 5.5 1/29 meeting in Lowell concerns, travel 5.5 2/1 meeting in Lowell at Centro Hispanic PAC re: segregation at City Lowell Hall at re: segregation Hispano with issues,parent • . •.-:-• ........... ~.. ·.·>~ -.· ~f.-• ..... -. • ... - ! .._r;o,, 5.5 rights .........,.._... .... ......... �• • 3/5 meeting travel with Lowell Hispanic PAC 4.5 4/5 meeting travel with Lowell Hispanic PAC 4.5 4/9 meeting tr ,1 v c l with Hispanic PAC 4.5 • • • • • • • Lowell 111ccti11i.;1vith L.i\.0. org. of Lowell BD. pres. re: seg. of Laotian students i11 Lowell at Int'l Inst., travel 4.5 4/16 meeting travel with Hispanic 4. 5. 4/17 meeting at Int'l Camb. Mi\/\ b<l. members re: Inst. 4/24 meeting with Executive Director Theresa Theobald of Cambodian M.AAre: segregation issue, travel 5.0 4/27 meeting 5.5 4/29 meeting with Camb. ~lAJ\ bd. members re: May 6th School Committee meeting in Lowell travel 4.0 4/30 meeting with Cam. MAAbd. members re: May 6th School Committee meeting in Lowell; meeting with Camb. and Laotian parents of children in segregated or substandard settings 4.0 5/3 door to door with Hispanic PAC members meeting with parents·of children in segregated substandard settings 6.5 5/6 special meeting of Lowell School Comm. at Little Theater, H.S. re: segregation; meeting afterwards with rep. of Hispanic, Cambodian, Laotian communitiesserved as Interpreter. meeting in Lowell at Centro llispano with parents of Hispanic students in seg • settings; prep. for School Comm. meeting, on 5/13; review of data, etc. prep. of draft of letter summarizing ling. minority concerns 5.0 5/12 with Lowell PAC Master • I • seg. PAC, travel 4.5 9.9 �•• attendance at School Committee meeting re: desegregation, travel served as Interpreter for Parents mecti11g at City llall with Mayor, City Manager , re: desegregation planning travel 5.5 • 5/20 meeting with current and former bilingual program staff, Rd. members of Camb. MAA re: list of parent concerns; revision of draft of letter re; minority concerns, travel 5.5 • 5/22 meeting with Lowell Mayor (Chairperson of School Co™nittee) on behalf of ling. min. comm. re: dcscg. , plnnning meeting with reps. of linguistic min. org., travel 5.5 • 5/26 planning meeting prepare strategy on 5/27, travel with Hispanic parents to for School Comm. meeting 5.0 5/27 attendance at School Committee meeting re: descg., served as Interpreter for Parents 5.5 ':>/28 meeting with ilispanic deseg. , travel 3.5 5/29 meeting 6/2 meetirig witl1 local NAACPcounsel re: meeting with potential Camb. plaintiffs, comm. reps. at CMAA, planning of strategy for visit by state educ. commis. on 6/11, travel meeting of Lowell llispanic PAC re: hearing with Comm. of Ed. attendance at special meeting of Lowell School Comm, and then at public hearing with State Commi. of Education re: deseg. bilingual issues, served as Interpreter for parents two day conference of linguistic minority parents in Lowell, coordination of worksl1ops, for Hispanic, Laotian, and Cambodian parents and students re: bilingual ed.,parent rights, desegregation, etc. 3.0 meeting of deseg. planning task force, Lowell School Dept. , travel served as Interpreter for Hispanic Parents 5.0 5/13 • 5/15 • • 6/5 • 6/11 6/27 6/28 • 7/8 • • ...... .. • with P/\C members, Camilo re: Lowell c~: deseg. 4.5 2.5 5.0 5.0 19.0 �• 7/15 3.0 attendance at Lowell School Comm. served as Interpreter deseg. planning meeting, Lowell • 7/16 7/20 meeting with bilingual special program staff re: S.E. Asian SPED concerns, as Interpreter • 7/22 meeting of deseg. planning group compliance issues in Lowell served as Interpreter meeting of deseg. planning group filing of suit in Lowell re: 4.0 re: 3.5 8/12 meeting of deseg. planning group Lowell , served as Interpreter in 3.5 8/20 meeting Lowell, of deseg. planning group served as Interpreter in 3.5 8/26 meeting Lowell, of deseg. planning group served as Interpreter in 3.5 9/2 meeting of planning in Lowell 5.5 9/8 present on opening day of school at several dif.J:e'rent sites throughout the city to monitor regarding potential civil rights violations; meeting with Hispanic, Cambodian, Laotian Comm. Reps. re: repotrs from each school with large numbers of children 9/9 visits to classrooms schools with parents and talk to teachers 9/16 meeting of planning group and served as Interpreter in Lowell, for parents 5.0 9/30 meeting of deseg planning also served as Interpreter group in Lowell, for parents 4.0 10/9 meeting with named llisp.inic Plaintiff Alex Huertas and Ana Ocasio regarding next steps in litigation and breakdown in student transportation system during first three weeks of school 4.0 10/19 attendance at public presentation by State Ed. Comm. Raynolds at Lowell's citywide parent council re: deseg. implementation issues served as interpreter for parents 4.0 8/5 • • • • • • ..... group 4.5 3.5 ed. bil. ' in Lowell public to observe conditions ,.. 7.5 6.0 �• 10/26 meetings in Lowell with Hispanic PAC, Cambodian and Laotian communities 7.0 10/28 Lowell served 2.0 deseg. planning meeting as Interpreter for parents 247.4 TOTAL 1987 • • • 1988 1/24 Lowell Hispanic Meeting l/27 PAC , re: School Comm. 1/27 nttendance at School served as Interpreter 11/9 Attendance at Lowell School Committee's approval of settlement agreement Comm. Mtg. for parents 3.0 3.0 3.5 9.5 TOTAL 1988 • \ • • • - .. ··-.. ''!:- ··~ ' .. . .. ,. �• META EXPENSES • Publication of Notice Lowell Sun El Mundo WLLH • Total $3,404.72 268.80 150.00 Publication $3,823.52 Printing/Copying • • • • Print Shop Total Printing/Copying • • • $ 265.63 $ 882.97 $ 394.55 & Mileage Travel Camilo Perez-Bustillo Nury Marcelino Roger Rice Isabel Sanchez Javier Colon Total Travel Telephone Total $611.80 108.90 65.40 69.59 27.28 & Mileage $394.55 Telephone TOTAL EXPENSES • $265.63 $5,366.67 �• • • • VOLUNTARY COMPLIANCEPLAN • PURSUANTTO TITLE VI OF THE CIVIL RIGHTS ACT OF 1964 • • LOWELLPUBLIC SCHOOLS LOWELL, MA • October 28. 1988 • ,. • • • • ...... . . . ....... -,...... . .. .. . . .. . -· • • ·.> • . .. . ~, . . .• .·~-·... , . .- ' ... . .... .... �. \ .' TABLE OF CONTENTS • Topic Page STATEMENT AND PURPOSE OF RESPONSIBILITY. • l . 2. 3. 4. • • 5. 6. 7. 8. 9. 10. 11. 9-12 Elementary 12. 13. 14. 15. 16. 17. ..... K-8 grades • • • • • • • • ,. • • • • • • l • • • • • • • • • • • • • l • • • • • • • • • • • • • • • • • . • ... .... ... • 2 5 . 10 . 13 13 14 16 19 20 21 22 24 26 • • • • • • • • • 27 • . . . • . 21 Chapter I ................... Bilingual Early Childhood Education Special Education ............... Vocational Education ...........•.. Discipline .................. Supportive Staff Positions ....•...... • • • A. Recruitment and Hiring ........... B. Needs Assessment ............. C. Training and In-Service .......... Parental Involvement ............. Access to Equal Facilities and Technology Program Location ............... Identification of Students to be Served Exiting and Post-Exit Monitoring ........ Drop-Out Prevention and Recovery Services Grades • • Equal Educational Opportunity ... Compliance and Accountability .. Transitional Bilingual, Two-Way, . Demonstration School, Programming for Literacy Program Administration • • • • • Overall Staffing Concerns ..... • . . ...... . 28 29 30 34 34 37 �• STATEMENT AND PURPOSE OF RESPONSIBILITY • The Plan • as Lowell a consent minority compliance with Rights and • ( of 71A, related the the the federal and vocational previous Lau Plan standards. with the Superintendent revised adopted of continued state law VI of Act; regarding .. compensatory, updates in April 11, Civil Opportunity Education Plan and the Bilingual educational Schools and insure Title on June for Compli~nce and modifies 1980 1987 practices and in of the the light and implementation Act; of legal this Plan rests . EQUAL EDUCATIONAL OPPORTUNITY OBJECTIVE • All • 1 students in which of national race, learning the Lowell assures a manner residency Task • and responsibility • • This evolving Final and Educational provisions last to federal Equal Lau Department intended Transitional Plan circumstances, School education. adopted Voluntary Constitution; state Desegregation the under U.S. State this students federal and special, current and obligations 1964; Chapter Voluntary •, legal adopt between parents including Act G.L. Schools agreement linguistic regulations, e Public Public equal educational sex, origin, shall assigned in regardless background, multicultural, community. be opportunity language ,. a- d.esegregated, in Schools or pluralistic • 1.1. Bilingual and assigned to followed by the special education appropriate assignment program clusters of at all students appropriate other students are to be settings, by means of �• . ' - 2 - • centralized the percentage (plus • or of assignments are and school subject Plan annual reflects the school system programs. basis to otherwise This reflect Bilingual of 1988 school in provisions 28, each bilingual system. to not minority of on an that a way inclusive the Desegregation such majority revised percentages Compliance in 10%) is the current student the modified Voluntary by this revised Lau Plan. COMPLIANCE AND ACCOUNTABILITY OBJECTIVE 2 To assure laws, • system-wide regulations, opportunity Task Project direct line other program federal, regarding minority state, equal and students. (Desegregation authority over staff, and coordination the of Coordinator) Bilingual with the and will Program among special have Supervisor responsibility services compensatory, Project directly of and assuring bilingual, education programming. Dire~tor to the r will have Superintendent responsibility regarding for reporting linguistic minority • equity compliance Superintendent's • Education Task local educational 2.2. The • with policies linguistic Director monolingual, Task and for appropriate • compliance 2.1. The • • of minus percentage • • enrollment October issues, and will representative Sub-committee of to the continue the Lowell to Mayor's School serve as the Bilingual Committee. 2.3. There shall Sub-Committee be a Mayor's convened (BESC) to the Lowell Bilingual School Education Committee. The �•••• October - 3 - • members • shall by the Mayor minority parent plaintiffs To assure l 1 1 • The membership composition Bilingual 1. 2. 4. 5. 6. 7. 8. 9. • The Officers The Project June 1st linguistic representatives basis the Master be expanded equity PAC for to pf • minority in Committee Transitional include: the new Master will be PAC for all of the Transitional above in addition to the of .. . the Master~PAC . Director of will be - members and each throughout year the and year will elected responsible . assuring are PAC meets the plan annually. for representatives that to be and at assure that the designated by least per once implementation of -. equitable • of described month '• with School composition: above • the Designee of Lowell School Committee Transitional Bilingual Education Supervisor Project Director Officers and elected representatives of each Sub-PAC minority representative from University of Lowell minority representative from Middlesex Community College representative from City of Lowell Bilingual Library Bilingual Department Head Bilingual Program Facilitators 3. • will Education present • meet on a monthly with Education will of 1988 Representative of Citywide Parent Advisory Committee Representative of bilingual program teachers LAU Testing and Assessment Specialist Citywide Guidance Director (as needed) Director of Special Education (as needed) Director of Chapter I (as needed) Representative of Northeast Regional Office, State Department of Education (as needed) Representative of Teachers' and/or Supervisors' Union (as needed) 1 1 1 1 1 • and compliance requirements, • representatives selected Bilingual .. include 28, in the needed linguistic Master input PAC membership from programming. minority varied will sectors take of the Any into future changes consideration school system, broader �• ' ., .. - 4 - • community public • Task speakers. the first This the within and of Committee Sub-committee from regarding the shall this PAC shall include Master 1988 be open invited PAC shall plan's of will parents, compliance g~ests meet for adoption. direct Schools aspects of suggestions staff and and evaluate and the Agreement. receive students, of monitor all this also issues, Superintendent be to regarding implementation and and c~mmunity these to the accompanied attention by suggestions for f : I appropriate the action first step • of said . in disagreements The Superintendent's process arise of dispute regarding shall disagreements consideration resolution if by the be determined and/or Final implementation. will be when resolution School Committee. Task • 2.5. The Deputy the Superintendent effectiveness efforts of on both staff a systemic of Personnel will review development and in-service and individual school and monitor training basis, each year . Task 2.6. • The Project Director, Education, shall available • 30 days Master to organized purpose School complaints of • the may be expanded newly Sub-committee Mayor's • of 28, 2.4. planning • Meetings and time advise • region. meetings, and The • and October Supervisor LAU Testing ensure that by June the 30th of & Assessment following of each data year: Transitional Specialist be compiled Bilingual and Master and be PAC �• - 5 - • • • • a • number Public b. results of academic curriculum-referenced, language proficiency of linguistic School program English and/or d. drop-out rate; e. promotion rate; f. suspension and g. graduation data higher education; h. academic exiting i. number j. for special education students that data specified special education section, infra, as well as data regarding movement in program by prototype; k. names, national origin, native background of all transitional professional and paraprofessional certification and waiver status taught by each. OBJECTIVE The expulsion and native rates; rate of matriculation at institutes of progress in monolingual programs following from Transitional Bilingual programming; of students serviced by native or ESL tutors; in language and cultural bilingual, Two-Way and ESL staff including their and levels and/or subjects BILINGUAL, TWO-WAY, DEMONSTRATION SCHOOL, PROGRAMMING FOR LITERACY 3 Lowell Education • including skills, 1988 Lowell rate; TRANSITIONAL • testing basic testing; each absentee • • minority students in and type of program; 28, C• • • October and Public Schools Program Portuguese for limited initiate Transitional language grou~s systemwide) Spanish, Cambodian, numbers . (20 students, Education of Bilingual Laotian, English-proficient Bilingual as a Transitional programs a particular Vietnamese and for linguistic will other group warrant. Native language of incidence low . provide and E.S.L. populations tutors (under provide 20 services systemwide). to students Students �• - 6 - • in the Transitional literacy their • in include transitional Native total services enrollment is less •• as that as a second linguistic than and ttudy of the 71A. opportunities as to language required shall by state Language minority twenty 1988 in (ESL) students the Lowell be open to all Public Schools. students on the broadly consistent concerns. • English, as A Second to 28, develop GL Chapter education and English Multilingual/Multicultural • Mass. as well in well meaningful bilingual provide as as with in English language will whose and history to provide literacy tutors • intended Program as well in compliance develop law. Education home language culture States, Programs • the people's United Bilingual October basis of with both racial and systemwide equal be scheduled in these students' needs take to linguistic criteria education shall such opportunity a manner other as to required in English. Multilingual/Multicultural programs according schedule: 1. shall Courses accommodate courses programs to the following The Robinson for grades School's 5-6 will shall be developed Two-Way program be,. expanded to (Spanish-English) include grades 7-8 by September .. 1"989. 2. A Two-Way p~lot will • be ~•tablished September 3. conjunction University ·at the Reilly School for to grades begin 1-4 in 1988 . A demonstration in program ~Spanish-English) school, with of Lowell. the grades College Pre-K-3 will of Education The demonstration be established of the school will be a �• - 7 - • city-wide of Lowell • to the school will and perhaps Khmer, cultures. It implementation have others Spanish Hispanic and will and English and Cambodian expose the languages I students and respective will open in September 1989 contingent by the University of Lowell. on Multilingual/multicultural programs will be established at other schools by the Principal, staff, parents, consistent with the principles of the central enrollment plan. 5. However, in all such cases, the Principal have the final decision in adopting and/or program . 6. All newly construction constructed schools under the plan shall be designated multilingual/multicultural Bilingual Education • consistent 7. • with and staff retaining reimburse~ state requirements. school under the shall be designated multilingual/multicultural school multilingual/multicultural program. of this school will state-reimbursed a with a two-way One of the language be a Spanish-English This school will be planned in a manner consistent desegregation requirements, as well as involvement respective parental representatives and staff. • shall said schools with Transitional programs provided in a manner desegregation A newly constructed construction plan components curriculum. Task 1988 4. • • 28, magnet, located on the grounds of the University and managed by its College of Education. The demonstration students October with of the 3.1. r The Superviaor,ot Transitional Bilingual Education programs shall coordinate Transitional Bilingual Education programs which shall be located throughout the Lovell Public Schools appropriate desegregated environments. • • • . .... Task in 3.2 . The Supervisor coordinate the of Transitional Bilingual planning and development multilingual/multicultural the Lowell Public Schools programs . that Education of will may be instituted in �• October - 8 - • Task part of the Task above-described school program year as planning fundamental development objective the approaches including children's the interests children's will as through language-based experiences, in their of literacy whole and literature, have both approach as well English and as one other language. • 3.5. In-service training language each Task techniques program's All Lowell part funds Task in multilingual/multicultural shall be provided whole prior to, and during, implementation. 3.6 . as Public Schools of their are are Chapter available developing multicultural 636 proposals to the programs extent that these . 3.7. All linguistic minority students served by the Lowell Public r Schools shall program in which comparable provided in b~.entitled assessment make appropriate they size, in the Superintendent needs • the community-based programs quality Task • throughout J Any new Two-Way Bilingual various • • be consulted 3.4. utilizing • PAC shall process. • • 1988 3.3. The Master • 28, to curricular are en~olled scope, standard shall in this which sequence monolingual within the area recommendations of offerings first equal and quality program. three program to are the in any and to those The months undertake implementation School Committee and • a �••• - 9 - e Task 28, 1988 3.8. All • October linguistic minority Schools shall norms. Students instruction students be placed served according who are Lowell to age/grade eligible and supportive by the shall services Public appropriate receive supplemental regardless of English proficiency. • Task 3.9. By April 15 of each of Transitional • the student • Education so as transportation, or other Director shall and Supervisor initiate of programming a review fo~ all linguistic to eliminate inequities related insufficient staffing, inadequate factors disproportionately of to impacting such students. 3.10. At Lowell High in 2 categories: a. Through • 9th, School, the etc.). assessment • direct language normal These students of the intervention As new entries • School, students process are their (i.e., Student Support by teachers, are 8th and are 11) to the counselors, or MICAS staff, . into·the school these students will documents for completeness complete grade Team mechanism system be subject and Lovell to the steps: 1) check received in a continuous classrooms ,. and administirators. b. minority promotion mode through beneficiaries • Project and structure students facilities Task • the Bilingual scheduling minority year, LAU form, language and relevancy; dominance testing; High following �••• October - 10 - • iii) have iv) Task 3.11. These plans call for courses, support or tutoring a range including from prior steps of appropriate programming to alternative and/or college-oriented and supplemental as well on input English language or community developmental as an ongoing relationship with 3.12. Linguistic shall minority be entitled and offered their students with limited English to satisfy High School graduation through ESL content in the previously satisfactory area courses attained area towards the standard secondary home country content completion substantially monolingual and/or satisfaction credit their shall native also of these proficiency of native language equivalent curriculum. level in instruction Such students' for courses language be taken into graduation to those taken or via account requirements. r • PROGRAMADMINISTRATION • OBJECTIVE 4 • based language, counselors. requirements • native placement arrangements 1988 assessed; regarding curriculum college adult Task shall standard work-study • • records take placement tests language, math; from • • academic v) GUIDANCE - DESIGNS program and implements placement. • • prior 28, The delivery o·f educational linguistic minority the system, school programming and children and as well Transitional shall and supportive shall include as appropriate Bilingual Education services be coordinated equal access to throughout to all multilingual/multicultural programs. ESL in �October - 11 - • Task delivery services for bilingual of for shall Transitional addition the the the for Khmer Assistant Services. language other of the programming Supervisor of Education. Spanish one (1) one (1) Transitional Parent Bilingual assigned to (1) a Lau liaisons half-time for Advisory (1) Facilitator for for the Facilitator for & Assessment Spanish, Council Cambodian Coordinator program, Guidance (1) one Coordinator Testing Education the one Curriculum one Bilingual minimum include at component; component; Home/School Transitional shall component; Specialist; of staff component; Portuguese Liaison Supervisor the Asian Laotian; • outside by the & Instruction and supportive and be overseen responsibility supportive Southeast • be the to Facilitator Task inside bilingual Bilingual Education, • of and • 4.2 . In • shall Curriculum supervision services educational minorities, programming, Direct • coordinated linguistic Superintendent Task 1988 4.1. Overall • 28, and for one (1) and the Khmer Department. 4.3. Each Facilitator, each major level shall and Curriculum program Supervisor component • be primarily implementaEion, for Coordinator, and at the elementary • responsible shall Transitional Department for report and Bilingual development to Education for secondary curriculum regularly Head the regarding such efforts. • Together and this monitoring personnel bilingual will be responsible materials for procurement _ 1 ... , .. 1 __ coordinating and __ .., ··-- development _,e �• - 12 - • culturally and linguistically materials which • • personnel will Bilingual Education Each school for provided Task • _., staff linguistic structure shall adoption pursuant set group. The of Transitional issue will minority in the on a regular ensure students to forth administrator Advisory Committee case having bilingual that in basis. all their in the necessary school be Plan. ,erved For other students, continue one community the the two experts representative of bilingual Selection tvo Parents parent Advisory positions Personnel Plan's Selection one parent Council. in schools Advisory representative bilingual program(a) of that administrator positions effecting _PAC shall The Personnel to consist at least least in the Master case Personnel Master ,. of this and hiring administrative at central months In the the include include administrative recruitment positions, shall program's three overall programs, shall representative. shall the of school-baaed language(~) school. within named by the In the the Bilingual be filled program two parents, ~ or racial negative 4.5 all • this avoid • . Committee • multi-cultural shall Supervisor regarding Administrative representatives • to the 1988 instructional Lowell's materials 28, Task 4.4 . guidelines • such report Each new position • reflect of members of any ethnic services • All stereotypes appropriate positively characteristics. October noainate Selection of tvo from outside . one Advisory teachers, the from Committee two administrators, school system, and �.. -, ' October - 13 - • 28, 1988 OVERALL STAFFING CONCERNS • OBJECTIVE 5 The overall • in the goal Lowell qualified will • of personnel Public Schools and trained ·equal shall staff. qualified administrators. employer and training a fully A determined minority The Lowell opportunity hiring be to obtain professional be made to obtain and/or recruitment, staff School effort personnel Department is an • • A. Task state requirements law shall by the National Teachers statue passed the contravene • Task J Public personnel the for Reliance on the teachers NTE shall retroactive level of Schools the by cease status be granted seniority employee bargaining will in non-permanent on the that imposed bilingual placed .. those the bilingual permanent any collective in Schools. teacher• and accorded to and so long and they above does as have not agreements. 5.2 • Where there shall j for by the Superin;endent . State Testa, provided professional • additional of reliance pay at recommended hiring Examination because prospective • Lowell Bilingual upon hiring permanent for be applied programs immediately. • and Hiring 5.1. No local • Recruitment overall are two or more equally position be selected staff in the which bilingual contributes representativeness qualified candidates programs, the described that moat to assuring above. for candidate the a �• October - 14 - • Task hiring staff, multilingual/multicultural there shall the Task program a preference at issue program of the linguistic The supervise such in the minority language groups and served by be interviewed shall selection committees Personnel, Principal case the Deputy be served to of for the composed and of school the Deputy PAC representatives (and Master PAC multilingual/multicultural Superintendent for Personnel for minority shall interviews. 5.5 • Recruitment procedures be developed by the conjunction with linguistic minority procedures shall parents assure of and collalunity outreach B. Needs shall Personnel in Education by organizations. to linguistic network, and if feasible, winority students. r linguistic for Bilingual specific media, personnel maximum participation PAC with communi~iea, home countriej Superintendent Transitional Master and linguistic Deputy the Supervisor minority Task hiring proficient linguistic groups in programs). • the staff for representative • fully bilidgual • by personnel Superintendent Task of for transitional 5.4. level • or staff background Bilingual • be bilingual/bicultural cultural • 1988 5.3. In • 28, Such to Assessment 5.6. Each year, Personnel by February in conjunction 1, the with Deputy the Superintendent Supervisor of for Transitional the �••• October - 15 - • Bilingual Education Personnel Needs and • a. • programming b. of staff available needed in of changes broken down by each provided, extent • Task • for of supportive of staff population program be classified served, or supportive this needs year's basis procedure is will request throughout be incorporated in terms training, in which shall estimates an on-going and training; inservice a regular or of qualifications, assessment budget objectives, by certificated nature additional enrollment the into of specific light of be reviewed summer and school on year. process. 5.7 • Questionnaires and meetings implementation, shall • as to number in student instructional also projected This as well compared status, school hiring • shall of a and by school; of need results next • light staff undertake multilingual/multicultural programs, number said PAC shall 1988 to determine: non-certificated C• and Master of the bilingual service • Assessment transitional services Programs 28, staff be conducted teachers, program Results of these taken needs into Assessment and each evaluation January training needs parents, and June, as classroom part of and m~nitoring. questionnaires and consultations and incorporated budget and program minority ,. account bilingual assessment, among linguistic and -~~rsonnel overall regarding request process into the described shall Personnel above • be Needs �• October - 16 - • Task for February the prior of the master implementation with training the and there reque~ts shall overall be a special program following school year • In-Service 1988, This coursework will credit University and and conducted sources English for Public Schools shall higher education satisfy student expertise with This with the with program and in bilingual other education The Lowell appropriate supervision and other the the College, instruction. Language to provide teaching personnel Community contract as necessary. certification. Middlesex as a Second and offered· thereafter in conjunction of outside in conjunction education participating necessary of Lowell, available of higher provide year-round be developed 1990 and 1991 and will be planned summer and will institutes 1989, program planned program appropriate during • for Training carefully in-service • programs, budget 5.9. A systematic, ,.. of the PAC to review and needs C. • submission bilingual • institutes necessary of to internship professional r • requirements Task under certification standards • • in-service Personnel \ state 5.10. This bilingual program Needs The program required • to the district's meeting Task 1988 5.8. Each • 28, all education shall waivered take conducted Assessment offered for shall be open into pursuant to all or grandfathered or ESL. This account program the to this school Plan. personnel personnel shall annual and in be offered by �•· October - 17 - • the qualified the 1. 2. • of Lowell, expert following languages; about limited adaptation 6. proficiency school-community concerning of those of student the needs with with limited of those to meet the needs in English; proficiency parents in English issues conduct; in English and educational the students in English; proficiency of identification proficiency • meeting limited of students advancement have • in the of curriculum with limited 7. diagnosis; of students and methods with of improving relations; of knowledge about Bilingual/English legal requirements as a Second Language education; 8. • limited of working • should and cultural handling for methods skills in English, methods students purposes It backgrounds and utilization assessment for cultural appropriate with or by other personnel. language proficiency instructional of those • the to the 1988 components: appropriate knowledge of Education, education of teachers' students 5. higher minimal related 4. College improvement with 3• • University 28, theory and practice of transitional bilingual and ,. multilingu~l/multicultural 9. whole language education; approaches • to literacy • Task 5.11. • • The only teachers training program who may be exempted are those who by the of a plan school year submit evidence course work credit necessary for from the above-described beginning of the to otherwise certification 1988-89 obtain in their the area by �••• October - 18 - • 1991-92. Substantial experience and competence requirements • and the Task • either the shall result in-service and individual of significant progress training study ' training progress towards program in termination towards from completion of or an individual employment, absent plan a showing cause. This in-service days and hours program per certifiability Schools shall be conducted day necessary by participants will teachers request in-service program The Lowell School bilingual as for to provide of the program soon as is the the by 1991-92. extension in the number for basis The Lowell current possible Public waivered pending of status completion of this • 5.13. in-service, 1988-89 level • to academic 5.12. of • measurement to demonstrable equivalent systemwide to make appropriate of good • as the be given 1988 completion. Failure • shall in developing programs their weight 28, citywide school conducted Individual annually .. school to the Six the of the needs r three coordinated nine nine workshops will during be at the of each asaessment will be addreasing ~hat 1taff the school individual system will development wide be • plans for Professional for be conducting development It -is _anticipated Superintendent properly year. The remaining .. concerns. will staff and addressing school. advance Department Personnel with such training Development who shall overall shall be submitted Committee ensure systemic in and Deputy that they are efforts ■ ..... �October - 19 - e Task • 28, 1988 5.14. The Deputy Superintendent the delivery and principals of for Personnel training coordinated regarding shall ensure • administrators system to linguistic plan and issues minority • PARENTALINVOLVEMENT • OBJECTIVE 6 • To assure effective linguistic community involve.ment decision-making, in minority providing regarding parental, support linguistic student, to, and minority and in services and concerns. Task 6.1. Full compliance parental support with federal involvement and currently in funding of provided; and state linguistic Parent requirements minority Advisory involvement of governing programming; Councils other (PACs) as community •• organizations such understandable • parents, Task assistance mutual communication Advisory in Councils, and associations; native-languages community and with these organizations • 6.2. All • as School parents provided Department fro ■ t~o•• groups . .. shall be communications in ro English to which and linguistic Bilingual in native minority services language are by way of • written minority •• translation parents faith effort which Bilingual. to and/or of oral mainstream provide such services are interpretation. students, there translation provided For into • shall languages linguistic be a good in �•·. October - 20 - • Task School proficient the Committee linguistic necessary compensation, Lowell to to provide • of voluntary insure in which services The Master • minority facilities equal unequal • students are in quality and shall at facilities. services by without participation by provided are PAC shall by the make arrangements AND TECHNOLOGY to entitled those no time otherwise hallways or portions services to such shall atudenta. for ratio monolingual linguistic be adequately for shall Each in in separate, for appropriate of hallways maximum student-teacher utilized utilized programming and to be placed be segregated Facilities educational sound-proofed instruction. be used bilingual permitted for class No providing up to the by state law shall No two bilingual or ESL be r • housed in a separate classes shall team-teaching Task classroom. simultaneously ii •ahare permissible a aingle classroom, when appropriate although • 7.1. The Project Education r, be provided above • Linguistic minority • • OBJECTIVE 7 students, • shall translators, ACCESS TO EQUAL FACILITIES • there maximum effective Schools. the parents, by non-English and interpretation of languages Public attended minority a pool speakers meetings translation establishing • 1988 6.3. At all • 28, Director, and Master implementation Supervisor PAC will to asaure of Transitional regularly compliance with Bilingual monitor the program above-described �••• October - 21 - 28, 1988 •' ! • Task 7.2. The Assistant • Superintendent Services, Supervisor Programs and Master linguistic • language not whole • to language also purposes, school a fair the but shall rather should This reflect shall and procure hardware. shall be equally distributed system • and multilingual/multicultural share School native Such instruction adapt, bilingual throughout and their to develop, and software have English efforts computers that to approaches. Existing shall to ensure pedagogical and additional ' Education access and as needed. software Transitional monitor in both necessary the Bilingual have equal remedial and Instruction and other positive throughout • students as appropriate include • PAC shall instruction be limited Curriculum of Transitional minority computer-assisted for of such programs technological resources System • PROGRAMLOCATION • OBJECTIVE 8 Programs serving in locations • chosen Superintendent.o~ Transitional Task • ainority as a result Schools, ~!lingual students shall of planning ~he Project Education • by the Director Supervisor be placed and the • 8.1. Locations • shall desegregation parental • linguistic equal be chosen which requirements; involvement, educational assure: a) compliance b) maximum access and c) implementation opportunity objectives for effective of system's • with overall �October - 22 - • Task 28, 1988 8.2. Location of all Committee . must classes be approved by the Lowell School • IDENTIFICATION OF STUDENTS TO BE SERVED • OBJECTIVE 9 All students of linguistic proficiency federal • entitled Task to • entitled lists" shall under be promptly and such shall services in any other be placed deprived manner on of their right services. students entitled of services at the proficient in their This staff to services shall upon registration enrollment Home Language Parent shall through Information home language, Survey required fully be identified inform by trained as well each in centralized Center by state as staff as by means of the law. such students' parents of r • their right contact personnel Task t~-~ppropriate with and shall services the .bilingual p~ogram liaison refer them or other in bilingual • 9.3. Students tested • instruction language English 9.2 . need • limited and served. to nor appropriate All • with 9.1. "waiting Task origin law and regulations identified No student • to native and state appropriately minority thereafter, in need for their of appropriate English placement language proficiency by appropriately services shall upon registration trained staff, be and on valid �. . '• - 23 - • language proficiency will be assessed classroom teachers within a reasonable time after placeme~t. LAU Testing & • measures their appropriateness achievement 10 days of placement, measures administered . language in their native by means of valid by appropriaee services language written trained shall and/or be within oral staff. 9.5. reasonable effort document the by means of school in family's their prior will as well possession. case from Rico. In the through appropriate the island's means of available nature computer will will prior communication work be schooling requests for be vigorously of Public students and of children instance, information fully· of school efforts children latter Department of newcomer of such of refugee to promptly as evidence Special the in the other experiences records to identify Puerto be undertaken schooling experiences and • by the of appropriate academic undertaken • for in need for Every • be monitored Specialist students tested Task shall by 9.4. All • 1988 Native Assessment Task 28, measures. These • October pursued Instruction, and records and by information networks. • • • Task 9.6 . The nature r .. of pr~or assigning newcomer providing additional ■ chooling. students will be taken to appropriate supportive services into account programming, as necessary • in and in �October - 24 , • 1988 .. EXITING OBJECTIVE • program with the shall until • Task appropriate child's and testing results Pupil transitional be fully documented, on file and cumulative paragraph 3, in and the shall opportunity attend those office. placed by Teams' by all Bilingual The in each 603 CMR 1405, cases, all convened to signed are In been These recommendations folder. bilingual Team has Study representative. placed prevail. 10.1 from the program at the include language proficiency staff, for as and pursuant criteria c) to to of: a) criteria and native b) counselor, input. These English achievement; parental be Team meetings. guidance these criteria Study and academic by teachers, and Students shall Chapter . by Transitional •' shall berreviewed !ilingual and be reviewed Education modified Supervisor on at as and appropriate LAU Testing • & Assessment • • Task on a regular Specialist basis. 10.2 . Data regarding from the reported Education each bilingual to the student program Project Supervisor in exited each or year Director by January and partially shall the June integrated be compiled Transitional of each I readiness basis. an annual Specific pupil & LAU Testing by the on multiple measurements valid needed; exiting least based Bilingual criteria be overseen shall Specialist, recommendations • the and/or student's discussed • from to shall Assessment • MONITORING notification parent present, Exiting ,; be exited a Bilingual proceedings • AND POST-EXIT 10 No student • 28, and Bilingual year. �• e - 25 - Task the • controlled Task receiving Transitional described in bilingual tutorial and remedial reading, • in the • entitled to a school where Education choice • Desegregation Voluntary Desegregation program other he/she had services Plan been as as amended, or • students supportive if will receive services such follow-up as Chapter I and/or needed. bilingual lower without with they the have the program or for the of is exiting Pupil presented. the appeal to upon be held to If Bilingual the back or Team at which the parent Pupil basis Study Superintendent or lateral Study participation, fully of shall a Bilingual parental decision right student same grade the convening recommendation disagrees of grade opportunity such Team, for review decision. 10.6. Bilingual students Pupil . Study , experiencing teams of exiting. initial participate in r Teams shall difficulty , monitoring Specialist . to the is 10.5. for Task under Bilingual their program bilingual process Voluntary of Exited with • 1988 10.4. mainstream • the school placed • the be assigned to No transitional ., from choice either another • exited student Plan, Task 28, 10.3. Each • October shall these monitors be . in progress the for exited mainstream. be given shall meetings. convened at minimum within convened Parents the be The of the LAU Testing all exited Such one year opportunity & Assessment students • to �• • • Task • standards developed together Principals and standards and beginning with • • with the integration of appropriate Bilingual the Education 1988-89 students transitional year be programming shall school shall, Supervisor. program-recommendations Each as linguistic in need minority of a pattern by These be implemented . of Task as by teacher, school effective with for parent, serving plans where identified the student consistent English; retention or be b) and/or grade self-, provide other and attendance culturally and in and and staff c) other referral. with compliance 11.1 as appropriate supportive above, and supportive with ~nd student and identified shall services develop "at risk" regular and to encourage r instructional as students school. . In minority students instructional continuing 11.2 to linguistic linguistically alternative Task risk" to absences; language native right services excessive a) "at the 11.1. Each • has prevention in identification reasons student drop-out under-achievement • for 11 exhibits • 1988 DROP-OUT PREVENTION AND RECOVERY SERVICES OBJECTIVE • 28, 10.7. Comprehensive • October - 26 - parental well as other compensatory, representation staff involved and vocational • each individual services (if age from plan 12 or among (guidance, education, the preventive shall above) be developed participation, student's bilingual, as teachers, special, appropriate) • �• • • - 27 - • • 11,3. At • Lowell High support staff services to such Native at in the the nine for for all counselling at 9-12. grades school seek to at liaison office K-8 1988-89 drop-out risk students staff from continuously in the are their Transitional called upon to . school year, teaching, staff is the all School workshops. responsible necessary Department paraprofessional) development Personnel receives will The for assuring information prior participate Deputy that to Staff Superintendent new personnel assignment . 11.6, Every student reason other who has than left school departure from prior to graduation Lowell, since within 14 days for the any 1986-87 r year, school of this sha~l plan and The staff, entire be identified by the personally be utilized Guidance appointments the with the Guidance will students identified be Guidance these then and to Bilingual Department The students. responsible and Department, scheduled including by communicate • other grades continue speaking (Administrative, Task students and 11.5, During • Staff SPED provide K-8 will Education assist • minority measures school. Task Guidance MICAS and Administrators Bilingual • as linguistic preventative • • Bilingual 11.4. School • School, Elementary Task 1988 9-12 Grades Task 28, October of shall review adoption be contacted their status. will staff, liaison to the personally Citywide to carry out this of those contacted of Director task. A list (indicating of by �•-· • - 28 - • whom, how, and attendance, when), shall Superintendent's • students Task down by group be compiled and submitted willing This to list return shall to and last to the 28, 1988 school indicate of which school. 11.7, The • broken Office. are October Citywide Director organizations, of agencies Guidance and will media notify of the the above various mentioned initiation. • Task 11.8, Each student shall • returning to effective learning shall programs to school plan or other effective the to to above-described school, Those in continue their the to Lowell Public Schools as These Superintendent for in of an educational and suited coordinate plans. learning all necessary shall interested schooling, access programs task development equal personnel Assistant the participate to by the designed to return shall be entitled and Guidance their to provided funded • pursuant be encouraged They • contacted to the plans specially their needs. development shall Curriculum to be and reported Instruction. CHAPTER I • r OBJECTIVE 12 Linguistic I and • Task minority other shall have ~ducation compensatory equal services to access • 12.1 Instructional will • students be services provided in in English Chapter and I Reading the native and Mathematics language • Chapter of �• • • October - 29 - • Task uniform criteria, participation the on the basis of need. • Task in Reading and be in Assistant alone. students in and and the as need a Second mathematics native greatest identifies greatest English Reading to list in on The according eligibility Students Superintendent the the Supervisor Master remedial will Language, instruction language. of PAC shall services to for Curriculum and Transitional monitor linguistic the Instructional Bilingual equal minority Education provision students of on a regular basis. Task 12.4. Two full-time school year positions Parent to will work employ person. Liaisons under OBJECTIVE Each to the been Parent Khmer added Coordinator. or Hispanic for the 1988-89 These speaking r .. . BILINGUAL have a native . • • proficiency not 12.3. and • for deprivation, order English selected educational services Mathematics. are ranks need. provided Services, • rank greatest instructional The • process receive will of speaking A system-wide students children basis English referral/selection • 1988 12.2. Through • 28, EARLY CH?LDHOOD EDUCATION 13 newly provide constructed bilingual or early renovated childhood school site educational shall attempt programming • �• - 30 - • Task • Assistant Supervisor the Childhood Early early OBJECTIVE • Lowell Public of students English such tests shall the planning not a special of in any shall provided special is other program proficiency and administration of the special time under eligible found language bilingual eval~ation be provided ,. the for to be with for Chapter 766 enrollment in need bilingual of in special special • 14.1. • psychological primary or conducted testing hom~ language by persons minimum tested in way extend also are education (The who are who are home linguistic placement students program or completed. and who require a special of education All services education nor services primary in delay adequate proficiency whose are that education be placed programs a bilingual ensure assessments shall Regulations.) shall English achievement education All • limited appropriate education ·.' coordinate and EDUCATION special No student completing • Education programming. Schools to academic Task Bilingual shall childhood bilingual until • & Instructio~ Curriculum Transitional Director appropriate than • 1988 14 education. • of for SPECIAL The ~ Superintendent Services, bilingual • 28, 13,1 The • October proficient . and evaluation is who are in the other fluent cultural than in of English both background students whose shall languages, of the be or student at �• - .' ..• r - 31 - October 28, 1988 I • Task 14.2. All psychological eligible • for in Caseloads for • it • for is their bilingual determined • on this bilingual personnel background ; who are program shall be not exceed the and whenever or shall psychologists, any be necessary. related shall other workload services professional that is hired or be on linguistic the the a for provision of and students that additional contracted in of basis excessive, Priority shall to reasonable to cultural be served, and • experience Education school is days days 317 training evaluations the of of date A request parents parent • of received. student's • and regardless of citizenship. 14.3. Special in a referral when for the shall be completed parental consent parental primary an evaluation Regulations). the Chapter 766 for special education consent or for within for an shall provided in to a five Section request a special or sent within A written services evaluation be home language (as thirty by a education r evaluation sha~l ~onstitute parental evaluation. Task • bilingual students . Task • of psychologists non-bilingual psychologist's as the of bilingual psychological / in evaluation own language. those immediately and enrollment conducted ratios testing consent to proceed with an • 14.4 • Bilingual personnel shall participate child whose each stage as primary of (teacher, the counselor a member or special home of the language education and/or evaluation is other process administrator) team than (including for each English the at �October - 32 - • pre-referral, Task • 14.5 • referral, assessment, The Lowell full time Public Schools Cambodian, bilingual one education, and least work out basis. of These supportive special in personnel community at one and area to clerk bilingual ~hall be hired to on a full time office be appropriately outreach time the central evaluation, part • office other one special of parents education will in assistance and least and the Hispanic liaisons assessment, and Lowell Public Schools shall special education teachers to special education services are English proficiency shall trained in placement, issues upon hiring. be in determined need employ ensure that provided of by the sufficient special bilingual appropriate to bilingual students of education. Administrator of limited This Special number Education, ,. • and as once Task fixed, possible, 1988-89 ~aid and school staff will ~n no case be l~ter recruited than the and hired beginning as of soon the year. 14.7. The • periodic 14.6. The • one special community education work provide and train interpreter chairpersons central services compliance, Task the liaison shall Cambodian and Hispanic, shall team one hire full.time persons bilingualevaluation At shall community These special • and . education. • placement, stages.) Laotian • 1988 i review • 28, Lowell Public Schools shall employ certified speech pathologists to bilingual speech and services language ensure sufficient that are bilingual appropriate provided to students �• - 33 - • of limited Lowell • English Public • speech component and Task • one Lowell education personnel to bilingual special Proficiency or staff such services. two the The bilingual• Southeast component, and in need provide of or physical of Asian unless maximum employ such employ bilingual special in provision linguistic and cultural linguistic PAC shall or assist services to vision personnel are if of background, participate in serve students of Public Schools shall their limited education, in those of hearing determined Preference on behalf of or physical therapy, the children impaired adaptive SPED. be to shall who are shall intended necessary the with hiring the of all necessary and representatives the interviewing linguistic by of of each staff background. 14.9. The Lowell services to linguistic minority provide special students in education a manner that does r not result in di•,ioportionate over-enrollment special Task of education under-enrollment linguistic.minority or students in individual prototypes. 14.10. The Lowell students • for Hispanic education Administrator such • least one recruit Schools the • to at employ the Public occupational Task for of 1988 . impaired, • shall need 28, 14.8. English •• in pathologists, efforts unsuccessful The • Schools certified feasible proficiency October for special Public of limited education Schools shall English purposes ensure proficiency due that are to linguistic not a language minority misclassified barrier. �. - ~.' . - 34 - • ! 28, 1988 .• Compliance with the linguistically above-described and opportunities • October to regularly culturally tasks appropriate linguistic monitored specific minority by the equal to educatioqal children shall of Special Administrator assure be Education . VOCATIONAL EDUCATION • OBJECTIVE 15 The Lowell minority • through Schools students are and occupational vocational shall •• Public the Lowell ensure including the both availability shall provided with Public all linguistic access to and programs Schools. The Lowell of adequate availability and necessary that equal courses teachers of ensure as in offered Public well order or staff, as to by Schools bilingual counselors, resources all the fulfill this obligation. • • Compliance the Citywide • above-described Director OBJECTIVE of task Guidance shall be monitored on a regular by basis. 16 Lowell ensure Public that all . which does not race, national necessary in action suspension No linguistic • the DISCIPLINE The • with Schools . ~isciplinary discriminate . origin or to r all sanctions against . native eliminate necessary are applied students language, forthwith and any action in a manner on the basis shall take racial to of all disparities rates. minority of disciplinary action in their language. native take shall students or shall reprimand be for subjected expressing to any themselves form �- 35 - • Task Lowell Public administrator, student any Task • shall teacher, of 1988 limited provide and/or English for counselor a bilingual to proficiency be present is confronted in which when any regarding issue. 16.2 . notices services in sent are the parents the language matter title or further of and counselor with to disciplinary home. All notices to this position of the parent. discuss sent provision to A native shall be to these shall school available the Bilingual matters pursuant who is the be available groups the parents name, administrator for regarding minority include shall to provided primary linguistic • Schools disciplinary All • 28, 16.1. The • October discuss speaking disciplinary the translator matter with the parents. • Task 16.3. The Lowell Public information • regarding suspension. provide Upon the regarding • 1. 2. 3. 4. 5. 6• • Task • Schools Only 16.5. the All student each all request, following shall maintain disciplinary the action principal information to of the compile resulting each school in Superintendent School disciplinary Committee rules can and student in bilingual expel codes or ESL a student. (whether a shall suspension: date of disciplinary action • ' length'of suspension cause of suspension age, ra·ce and sez of student primary or home language of whether student is enrolled classes Lowell and system-wide �. •· '' - r , - 36 - • or promulgated both to • Task English and the schools) home language shall and be copies 28, 1988 published shall in be issued • students. 16.6. The Lowell ensure • by individual October Public that appealing These Schools students and disciplinary actions shall use parents actions shall include, maximum feasible can utilize the not be limited efforts to procedures for . but to the following: • 1. Distribute each the e: ,· 2. 3. • copies student, home at of in the pamphlets English and beginning Describe the address system in each school Provide a copy of the pamphlet to the on the appeal of parent day of that procedure each the student suspension • • ,. , • • • describing in the each procedures primary language of semester; to students at least over once describing who is or to the each the semester; procedures, suspended expulsion public or first expelled occurs . �• • .. • • • • • • SUPPORTIVESTAFF POSI•. vNS (IAU PlAN) • • -, I October 28, l '.1url PROPOSED BUDGET SCIDOLDEPARTMENT PROPOSAL Proposed Positions Estimated by Plaintiffs Cost Local Budget 1 Khmer Program Facilitator t35,000 (1) ~35,000 6.5 Hispanic t65,000 <1> t10,ooo 4.0 Khmer Parent Liaisons $40,000 (1) $10,000 1.0 Laotian Parent t10,ooo <1> t10,ooo Parent Liaisons Liaison Chapter I Budget 2 Khaer/Lao Elementary •Cou""elors $50,000 -0- 1 Khmer Jr.lligh/H.S. 1 Hispanic Eleaentary Counselor t25,000 -0- 1 Hispanic Jr.Hlgh/11.S. .5 Hispanic Chapter I Parent Liaison $ 4,700 -o- 1 Hispanic Ch.I Parent Liaison 1 KhmerCh. I Parent Liaison &I clerk/liaison ' t10,ooo <1> t10,ooo .$10,000 (1) $10,000 .5 Spanish speech pathologist t15,ooo <1> t15,ooo 1 Khmeraide,Hoore St. School, grade 1 t (1) $ 7,000 3 Khmer teacher $21,000 1 KhmerSpecial • 1 Laotian Special &I clerk/liaison aides for Special Ed 7,000 <1> t21,ooo $18,000 -0- 1 High School ESL Program Facilitator t35,000 -0- 3 Curriculum Developers (Spanish, Laotian) $60,000 -0- .5 High School TBE Director full time position 2 TBE Secretaries TOTAL made Khmer, $31,000 (2) i31,000 ~436,700 $159,000 •. \ Counselor Counselor •> .., ' 1 , �• THE; BOSTQN GLOBE _SATURDAY. MAY 16, 1987 Lowell students learn· hittei-: 1esSoris .... · · . • • Y, .. II LOWELL Boys ·, _-,. ' . through 6th ·graders she teaches at the YMCA: ;rwo ·other·cambo-' dtan teachers instruct children in i "';·,,.. ~, •.. r,_... •.a:. .,...:) ..___1,,,,,,.,:1 the• K-5 le·vels. _,;;) J ,•t,,:r\tr~·ii.f 'tiie¥e ttitictrerf to ,. ""r••·-.;.' ,,-. .• :,,• '·• •• ' r ,, •" able to share culture ahd customs with 'f,mertcan' kfas-:-· Em' said durlrig b~eik fr~nf}~iat~g· t~ l her 17 students about the history : of Lowell. , • ·; : ~- ;.}· • •• , " . d , ~ ,'_'They (/on't ofte~ complain be-1 cause. lt- __ ls not the:t!' way.,". she 1 1 •said, glancing at the stark cein~nt ll walls. ,"Buf J can look into their • eyes and hear in their voices their~~unha'p"ptness:» ,.,.;:t '· •"i ~ •• ,I .. ,.,, • ·,::! 1_/,"j;;-:1,q?,n'tlik~. lt_,h,ere b~cause lt-. ,makes u~,.fe~Ilik~ ,we are not good ;1 :,eni>Ugh_ ~o b<rw_ith·American cti,il~~j dren,"i•l4-year~old Sok Sar said j through.an Interpreter as the oth~-1 er children nodded Jn agreement. l 1 '•:{"We c'a"mehere to be'free ancl to have a bett<~r)tfe.'_'•slJ~. sai1. ·:n ISJ not In this classroom.~',;. • • , ·1 ...J..,.. ~. '-: 1-\ ..~ ' ,. •• :· .. \• Minority .leaders .weigh action · t Late yesterday afternoon, concer_ne~ ~!11.?ri ti _gro.!-1.P. leaders .J ga tJ1ered to discuss their· options· .., to. ~eJ:iash• what;_ has, ,happ~ned, 1 and to pla[l their pext move., . • • ·• "So far, we have no guarantee, noassura~e-that' the· kfdi5 Jn-the YMCAand th~ Boys, Club wili be I anywpere but In the YMCA or the Boys Club next year," ,said Camilo Perei:Bu&tillo,an-·att6rney who re-, .. ' •" - ,,.. ,._,. '•"~ pre~~·n ts_.the Sta tewtde As~oci,atlop of Bjli_ngual P~rents. _ f 'tfiUJ?tll we get guarantees_ from, the majority of the school commlt•te_i!,:'whlchare backed'up'by vla·b1e;,a1ternatlve •pl~n. we_'will keep,1 all options open, Including a suit;''~ Perez-Bustillo- said .. ~ ••ii- :i_.,: ,i, 1 ~ • ; •\" .. • ,.. • JI":. 1 • • Ana ·Ocasio, ··president of theJ )iispa.1; l~_,_l_f ?.!i.n~ :~dyliory ;'c<?P'Yl ell, has been a arlvlng -force<w!io • ')'f • ., ,. -; ,t ..., . .,. •• • prorppt~d th.e stat~_s)nvolyerpe~t, according to Perez-Bustillo. ·\ -~•. • "!fh~ .9~1y'\e~so?,tff~.~sta:_te·1j sharpened to ,the polntJt• .,... has Is beq7 e, ,. .. " cause bf people like Ana _andother~ mfr1ofjty ~~:>ocla9qns_V{.111,<;h ..h,ai'e• _ been'·pushlng ·and pleading tp enaj this problem,'; Perez-Bt.isttll9 ·saig . ......-,.";/,.-~.,.__. ......,._-..;,_...-.. .. "' ~Jim_:' Con_Unu~dfrom Pa~e 17 ;·;·,,;·,-· • , •.. 1\t a meeting May 6, commit-· -:)'l"'e ·'class· roo·-;s' teeman George Kouloheras allegu...a.' , • • • .. 1 ed_lyshouted racial epithets about nnn·• O,fl.tJ•es t!Je Htspa11iccommunity when Ht- 1 l spantcs in the audience askeci for • ,. -. • qn _Interpreter. Enraged members By Doreen E:·,~dica of the Hispanic community drew' Contributing Reporter up a petition and demanded Kou" • • loh~ras' restgnatlop at .a-meeting '. •LOWELL-;: Perched atop dilapidated . Wednesday nigh~.. :·'.•• ';: (~ ·, , i ' school d_eskif) a tiny and poorly ventilat. . · : • , · ,,. ' ·1. :v, ,, ,. ed ,room at the' back of the YMCA here "I'm as good as anybody",.. • ,,, yesterday, 12-year-old Angel Santiago. a _Meanwhile, )tnguisp~ mlnqrlty Hispanic, chewed on a straw. closed hl-s students on the elementary ;Jevel schopl book._and asked angrily, "Why do co·nttnue to.be taught in crowded, • Americans hate us?" . noisy and tll_-equlpped ·'.'classJu_st down the street In a dingy, win-, room~ ... all the while 1vo_nderlng dowless room In the Boys Club, Cambo\yhy. . • ; t·.. .··, . dlan-born sa·mnang Hun. 14, leaned ••i "{'m as good as anybody; I'm over the teacher's splintered desk and riot' inferior,"· Yvette Vidal, 13' a j • wanted to know why he -was being sixth-grader being taught at the taught In a ·building "where American YMCA, said through an Inter-· people come to play." . . • • • .... : preter. "I don't know wpy theyare • , Santiago and Hun, are just° two of 160 keeping us here. I want to be In a Hisl?anic a~~ Southeast Asian childrep' r_egular school and be treated like who-have been forced to attend classes tn everybody else."_ .• ··: , .... _.; . J substandard facilities here. •• Vidal Is among 16 chi!dren in • Because the Lowell school.departinen't the.4th. 5th, and 6th grades being could not accommodate the· lnllux of taught by Sol Hernandez. Aria these groups into the Lowell area, the Cruz teaches grades 1-3 In an ~d- ; State Department of Education last year jo11!ing room. , . . . .. . aBotted. funds to Lowell to temporarily ; Hernandez. 28, a bilingual eduteach these students in ·the Boys Club caffon teacher who has been. and the YMCA .. • • , . •. t(!achh1g ~l! three gra9es' sl_nc~ According to school department fig~arch. said yesterday, :·1f~el teq:f-,' ures, 32 percent of Lowell's school-age· ble for these ·students arid l fear population are minorities, with the Cam- for·thelr futur(!. •i;, •. ·~,,.;, :1;~,.; t bodian commu_nity the largest group in J''Eve;;- though- we're doing the the bilingual program. • •. : best we can,'' the visibly el_(haustOn Wednesday. the Department or' ed Hernandez said. "I feel they deEducation announced that it would file serv~ ~~tter than this. They de· suit against the city - which would l:ie serve a real classroom with. real the first suit of its kind since 1973 when tntegrattor:i.. -:.- .r_ , ,;, •· 1.:c·:,:1• • 1 the courts ordered busing for Boston - if· ··_,"-This Is stunting their-'soclal, the School Committee does not initiate a growth, "_.:she continued as she plan for· more permanent and desegre- tossea a scrap 'of pa·per lnto"a~3-1 gated facilities. , , •'· •• . • . . .. ,. • foot high pile of i.Jhcolle~ted_tr~sh:1 ., .The school department ls also in dan-·: ; "It kills me·to'·hear them ask,; ger .of losing $2.5 million In blllngual 'What Is \Vron-g' 'with ·usr,.why '. education funds if it does ·not Integrate' can't we .be \vith. American.- chil-' the~ students by the end of the school •. dren and hail'twnat they have?''') year ... ,. , . .. -, . '....... •, ..• . Leakhena .Eni. •32;:a·cafubo-' So far. three School Committee meet-; dian btllngual te,i-~her," si1c1· ·she l ings have pnly produced negative reac- . hears mucli of the same "desolatlons•from parents and corpmittee iriein- tlon In their voices·.: from th(! 3d ~ bers alike. • • • . • r-· . , . . .., .-----• m' to •:160 0 te ' a. a • • • • • • \ • ~LOWELD, Page ii:_:;.·; ' \ I l j • 1·--~ ~/- •. .. .... 1 a 't$- ' •• • -~ ~ --~~ ·not IrI'm is•·good ·_a:sHari.ybody·t~t~m ·;t;~ '1in_ferio~._I_db~'t·kpow:_:o/lJY,th_ey:-,1:?! ar_ekeep1ng.u,s here. I/want to .be r-?._, i~a regular_·sG9ool and.Qt t·reafed ..:: like .everybody else.' ~,:~·;t~frt-·' -· :: • .' . . . .• .r.;;., ~ ' ~ - Yvette Vidal, 13 -~ �THE BOSTON GLOBE • SATURDAY MAY 16. 1987 • • •• I • ;·1 • .r, . I .; ,,;, I ,, ~/',._ \ • t ... • ·"" . ' .:l\~ } ❖ . _, , : ~ ' -::,;,,-,"""'""" :.,.' ;....- ~~ , . . . ... .,,.,. ......., .....;- , ' . ' . ,,. ,..~ • ~-1, . ·.,. ,.. ., (. ~~';f',._',.., A, •~~-.,..,.-(" "",. -:.:'-~;..;--:-'" -~· tt.(/1!'/ ,--:,.,,;: ...... •~(.,,. \•\•~· -~"....,_, .. ~:t.~ •• :t '~ , ., "v t,-. ... \.._~' ...(,;.'\.ti-.: ,.,::,~ -~.._..:-, .,, ,,4,,.,., ,: , ,~ . ~... ;--·~~ ..\~. 1, .... ,. •,,, ~~....-r,.:;r, , J~5-~,~1l· .. :.l;::"';/ " ' ..__,,_,. ~--;:r...,,,. ~ ,-1.....~ ,.__·,, ....,..<:..~~-.• )" "' .. ,..,..,..c. • ,..,,r.p.j1'.";o ..!('..,· ••••"'•"""'""".,_,"""' . . . . - . - . . . In a hallway at the YMCA, Diane Callahan conducts a third-~ra~e English class. • • "For the. state to ~ome In and ose as a savior now _Is a hypoc~.1p which Is unreflective of whats ~een happening In Lowell for the past three months." Perez-Bustillo said. • "We've been a silent comm1;1n1ty for much too long," said Ocasio. "We have' a commitment to continue to struggle to make sure the current conditions c~ange and that ttie respect Is accorded to us that has been w,lthheld for so long." she said, as she left her _ Broadway apartment for a special School Committee meeting called by Mayor Robert Kennedy and the school board. . The use.of portab_leclassrooms, the building of new facilities·, administration and financing were all topics. __ . , , Kennedy said the "informational m_eetlng" was c~lled "to further focus on the city s plan to Integrate our city's schools." • . Kennedy said that no voting or .official decisions would take place at the meeting, adding,. "Past personalities and argµments will not be part of. this.". • • . ' . . Approximately 75 people representing the Hispanic and Asian communities filled the balcony and city hall chambers to listen to members discuss permanent classrooms. At the conclusion of last night's· meeting, the. committee voted 4 to 3 to postpone the procecdi ngs unlfl May 27, when the �Lowell minority. students·· learn hitter l~ons • • • • Juan Nieves, 8, sharpens a pencil during a bilingl.lal class•at the Lowell YMCA. superintendent will present them with a complete plan on which they niust vote. -- . • • • • Ocasio and Perez-Bustillo said that they would attend every meeting "for the sake of the children. "We must work toward raising thunder and ending forever this silence of submission and Intimidation," Perez-Bust111osaid. "Our kids are this city's greatest assets." Co'ntributing reporter Carol Beggy asst~ted in preparing this story. · Globe staff photos/Wendy Maeda �• THE BOSTON GLOBE LOWELL.PANELOI('SPLA~- . . ~ THURSDAY, MAY 28. 1987. .. ~ • • • GEORGE KOULOHERAS Voted for plan • '. -•, .... . • • • • • • • Globe staff photo/Keith 'Jenkins Marcus Britto leads demonstrators in a call for the ouster of School Committee member George Kouloheras during a rally .at • .City Hall plaza in Lowell. Meanwhile, th~ committee, fac!ng st~te -, penalties, yesterday approved a plan designed to. end t?-e 1sola,tioJ! ,o!.~i.nority stud:nts }n bili~ gual cl~sses. Page 23. •• , • _ .... i. . " ' .:· . ...·: ~.-. !, . ·•· ,I j :• 1•, ~· • ••f"\ ,. .- , _ .. ' •, ' •:•.,. .. •••··"'•~,-,,1 • .. ~• •' • , ~• .,, 1-Alwell,.OI('s • sch~l\plan,'• hut·~ suit•is - •·. .thrffitened· • . ' \ .,1: -' " I ✓ •• 'l •. ; \'1' •• • ' • • ' i • , • ' 1 authorize state Education Complan yesterday to end the Isolation· missioner Harold Raynolds Jr. to_ (!f ~lnority·_students In bilingual turn Lowell's bilingual education -classes. but many he~e ~ay It may problems over to the a,"ttorneygen-I fail to meet state desegregation re-, era l's office. Raynolds can ~recom_. 1 qulre'ments. , • -· • mend that the state Initiate a law- 1 : The vote _last night at a special sul_t a:galnst the' Lo,ve!I School. 11 City Hall ·meeting deletes two key Committee at any time . sections of a six-point plan. subi, ~aynold,s, In a tl'!lephonf::in_ter~ mitted-by School Superintendent view la~t _!}ight. de~lin_eq__to. say Henry Mro;i:aimed at _integrating whether he was satisfied .with the 160 Asian and Hispanic children ' plan approve~;. saying he w9uld ' who pave been. atteq_ding classes have to wait for advice from oiher; _in_the YM~A and Boys Club be- state education officials. • •.. , •'. cause of space limitations In the Mayor Robert Ken·necfy.~ho Is city's schools. . ~ • ~ • • chairman of the .School Commit- I The two sections deleted by tee ?nd who sharply attacked the , School Committee member Kathplan, said, "I think we'll be hear-, erine Stoklasa would have created Ing from the state Department of ' a central enrollment plan for as-; Education or the US Department signing students, and opened the of J';1~ticevery soon.", Asked if the· • Riverside School _and paired' It plan meets state desegregation rewi_ththe Joseph G. Pyne School. . quirements, Kennedy answered, The state Depa:rtinent o·f Edu-· "No. It's clearly not the best proposal for the city of Lo}Vell. ·: • . , 1 cation has threatened legal action against Loweil as well as the with· ' But committee member Gerald drawal of $2.5 million In state blDurkin said he was opposed to lingual education funds If th€ central enrollment because he' school system does not rectify ltt "did not like. the Idea of sending desegregation problem.,. children cross town to school." Earlier yesterday, the state DeStoklasa said she believed that partment of Education voted to ' t .• By Diego Rlbadeneira , • :Globe Staff • ,; ·, • LOWELL'- The Lowell School Committee narz:~wly approved a: i c'entral enrollment ·would lead to busing. ·,, ~--v, · .. ,. , ,.: · , ··• _ i ·Following fii°stnight's ~ote, Ca-·1 mile Perez-Bustillo, attorney .for; the :Hispanic Parents Advisory. Council ..sald he would most likely . sue the Sch<;>olCommittee on be-' half of Hispanic parents a·nd·students. . ,,;- ' ••.,-.' . -......• .... - ' \ •i • .. j , ·:The,.School Committee_has 1 voted tonight to settle the matter • Ip court rather than In the• schools," -said Perez-Bustillo. .,. • : Besides Stoklasa and Durkin, School Co'minittee members vo-. ting for 'the plan were George O'Hare and. George Kouloheras. who ,has come under fire recently· for making allegedly racist remarks against Hispanics at a committee meeting recently. �• THE BOSTON GLOBE FUllds·~-denied :,:for; /L~iW.ell;·::¢la~~toOm.·tpl~ . . ~ '\ • • • THURSDAY. JUNE 4. 1987 11- :i~i·.,~·-1•..,. .. ,._~ .....• • .. " ...... .. .• • ,. .., · • . : ·. ,· · ~.• • , • 1: 4.. . . .. to desegregate.the sch.obis_and Improve_ ~he bilingual program by July I, state o(flclals said. -: . . ; ' ' . "'· . \ .. ' .' • .In a letter received. yesterday by Mayor Robert Kennedy, Massachusetts .Attorney General James .M. Shannon outlined his p_osltlon on the city's segregation problem, warning the School Committee that he would begin· litigation procedures if they did not come up with a new plan to end the Isolation of linguistic minoi:ities. 1 '.> ,. -', • _. : . . . .. .,. • • . f • • • ·~ . ,.- • • ~ The .state _Ed~1cat1onDepar~ment had turned the matter over 'to Shannon for hi~ legal consideration las~ Friday. ·;,oi· ..: ·,. • :·' ,. . . . ,.,,. ... , . . ... At the May. 27 meeting.', the. School Committee· ~ejected two points· of ·a· six-polrif plan' thal would allow for centralized enroll•ment'and 'tlie paf~lng 9f th~ Riverside, a,nd Josepf! G ., PY,ne elementary scho_o_l,s. , .,.. . - ;..::• . • • . ~ • • I'.,,. -r.~ .... .... - ~ !,, .:. ..... -~..... .,.. ...,__ - , By Doreeri E. l_u~lica·.;. •.:,· • _::_ •iJ • 'roo!11s_a_t,tte Lo~•ell YMCA and· :~iojie',':,.Camp~e!! said last night Contributing Repor.ter •• ~ .. Boys Club. creating a segregation ' In a tefephone interview. "rfhe • :.·say'1ngthat' a'v'ot~ last ~eek by problem. Local .min?rlty _gro'ufs :. _c~m.~lt~ee.dt~f~eq _to·!gn?re ~hat the Lowell School Committee and_state agencies hav_ebe!!n _ou t-, .}'."l'll!1ing . .'1:'~erefore,.I ve ..dec1ded, 1 adopting the use of.portable class- raged by the,_sltuatlon ~s ,well as,, ~.!"!.~~-t~ ,:~l~ase/h~ mon_les.,• . , ') rooms y.ras '_'illegal and lrresponsloth er problems In th e city s_bill~:: ; . :, The use of_p·ortable classrooms ble," Lowell City Manager James ••gual ~r?gr_am·:-.fn,cludl_ng ov_er::,_:;wasapproved ori May 27 as an:a1-· Ca.nipbell ha~ ~nnotinced that he c_rowding _an~ .1tap_e'1~a.t:,J~c}!1;;.;,ter1_1~tlve'~o; cl~segregatlg .the. e'le~~ 1 win. ~o.t allocqt~ funds _to lease / es•.. • • :!:•.'· .. "· i; \.,,, .-~_.-,,.:r,.'.'. ~;'r,ien'ta1:y'~age~ _stu?~nts l:>ythe b~; eight portabl~ cl~ssrooms. • "TheS_cho,olCommlt~ee \'{a~ ln-·1 g·111nJ1_1g'6f the'n!!xt_school year.•:, For the past t}:!ree months, 160 formed by the state that portable \·. -Lo\vell may·a1so· lose-$2.5 rrillHlspanlc ar;id Southeast Asian linclassrooms·would not be_accepted,_.,'liori.':IIJ '.{>t~t!!..,b!ii.ngt.ial'education., gulsflc ·m1nqrity children have and would not'comply with stat~ .. funding,jfj·c1_ty officials do ·not been taught in makeshift class- desegregati~n laws ,i(" ta~ker:i :'coine ·up w Ui·afiacceptable plaI?,1 '\ • . ' •,,:·:.";,,,· .. • ,···. .,;",- .Jn. f;·. ... , .. ~ . .:. -; ~ :.t\ .. ' ··1 . ::C~mpbell . said, and K~~nedy, agr~ed, ~hat Campbell's. ~ctlon may very well ·;send the School Commit.tee back to the .drawing ti~ard.'_;, 1_. • . ·:_,. ' ~ " . ;/ _1 •.-'. A~~o:di~g to ~;nnedy, the-,l~t:1 ter from· Shannon· said that the 1 com.mi~te~ '.'failed to pull ~oget/"Jer an acceptable plan" at Its meet-~ Ing: "riqr_is ~here.any lndfcatio~ o( how the committee intends to im.• I plement.: as part of such a plan, the limited proposals it did adopt .. : ·this Is an Intolerable situa1 tion:"; ) : ~ • ,ll, •• • • ~ • • • ~ • • .~ -··. �·• • THE BOSTON GLOBE Lowell OK's plan to end . segregation ' • • • • • LOWELL in schools 1 Continued from Page 17 Throughout the meeting at City Hall, members of the packed house applauded committee mem• bers who came out in favor of the I plan and jeered those who did not. In a dramatic outburst. committeeman George Kouloheras, donning yellow rubber gloves and a green gas mask, threatened to blow asbestos dust in the faces of committeeman Da\1 id Allen and • -Glenn.. 'code;:. b11t p,.c,nisC":.l 1.1 full invcstigalic:i' ,tnd act Jon if asbestos was • I •,- • Kouloheras was protestir. 1 the use qf the Riverside School l~ the pairing plan.because he and others claim the ·clapboards .on the . building contain ·asbestos, making the building unsafe for students. . . . • '. .. Ari emotional Lowell resident,' Donna DiPrlma, cried when the plan passed, saying "I don't. want my 'daughter to go to an unsafe school." Mroz contends that the buildIng. Is up to city lnspectlonal . sue." Glenn, director of the state's • I Iour.(.. . . bureau of_Equal Educational OpI There ar.~ c":l;·;:;:icly2'20 magnet- pcirtunity, said that he w·as school childr~n ot:cupying the pleased with the .vote and that he Panel threat $Chool. • was Impressed that most commlt' . • • C;unilo Pere,.-Duo-tillo. an atlor- tee members supported the plan. ney ,wl10 rep,es<'nis rilany of the • Glenn also said negative racial atByDoreen E. Iudlca llisµanic ~ind Southea:,t f\sian • titudes may have pervaded comContributing R • t . fnmilie,; ·.,vh(1S:.ch;klr_..:narc affect- •.mittee decisions In the pas_t. •• epor er e I rJ,. , '-v'~ <>,,, • ,,1 1., r· t ,:1:,,'.. ion p:-o)I Iem, Overcrowding, isolation • cited ~., LOWELL - \y1~h the tJ:ireat of a lawsuit and the s~1d t,ie •.ote ,•:.,,~ <1n. irnporrant Since the.middle of the school loss of $2.5 m1lh_onIn bilingual education funds v1<'tory. bt,t 0,1:y .i tiri,L &tep tod So th ·t 160 HI I hanging over their heads, Lowell School Committee 1ward sol·,!110' ~h<'ra('iai b:.lancc i"· ~e~r. 1 sp:n c :n 1 : d e~fmembers last night voted In a plan designed to end -=' ~ . s1al) e emen ary- eve s u en s segregation In their school system. • The seven-member committee approved, 4-3, an l . . it 1 extensive plan drawn up by Lowell school Superln• _ • ·., . ·_.·_I, tendent Henry Mroz and 'aided by members of the. ~ ..,, . state Education Department. • · i•I) ,;,, :~The ri1ultlpolnt plan was acceptable 'on all counts e]_..ti_({ ~~Ci] ..{]1{}~ Siegregat1on to.the Education Department and the attorney gener- . -. • • • al s office. which threatened to file a lawsuit If the have been housed In classrooms • committee did not come up with an adequate plan. at the_ Lowell YMCA and Bciys• At another meeting Immediate• The plan Included the followlng short- and Jong- Club. • . . .· . :I Iy following the vote at City Hall, .term solutions to be put Into Immediate effect to Overcrowding and the lsola- 1 members for the Hispan.1<; and "solve the problem of minority Isolation": . ti_onof mlrio_rlt!es have also txieit' 1 Southeast .Asian community •met o Pairing the Riverside and Joseph G. Pyne ~1ted by the state and local plln_ci~--with Harold Rayno)ds Jr., tJ:i.~~ schools. 1ty groups. . •-.:•Education D~par;tment commls•. • Purchasing or leasing eight portab.Ie class• _·Atth~_Iast two regular commit- ..stoner, and with members of th~~ rooms. tee meetings In May. -a six-point ..Lowell school department to dis~: • • Housing bilingual department offices In the plan presented by Mroz was voted. cuss _theirconcerns about the def:!~ Central Street School. • . . down, and. th~ state, dissatisfied• slon, blllngual education and un.-~ , o Adopting a "controlled. choice" plan of student with the committees :votes, threa~;; _resolved~egregatlon Issues. ; ·:: :..: .assignment, which would allow students and par- :ned t~ sue the city and wlthhol£1'. •.•CommH~eemembers who vot~: ~nts to decide what school In the city they wanted to $2.5 m1IllonIn bilingual education . last night tor the plan were:. Ken,-: attend. • . . . • funding .. • . • .; • :::~ nedy, Alleq, Regina Fatlcant! aric;t: 1 The plan Is sch.eduled to be Implemented by the • The .commltte~ has also been. George OJ!are. Those. who vot,ed· beginning of the next school'year. , accused of harboring racist att!:.: ~galnst were: ,Kathryn Stoklasa,' According to Education Department officials tudes by some local minority· Kouloheras _and Gerald Durkjn.-: Charles Glenn and Michael Alves, who worked close- grou~s- . • . : • .ly _with Mroz In }he development of the plan, the "Do the right thing" -· ·'. adoption of the .controlled choice" method of stu- : , "The committee voted again to·. dent assignment Is the most significant portion of .Integrate and to do the right thtng' the plan pecause It wo:1Id allow-children from any for the kids In this city. and that's , .n~lghboi:!}oodto ch~ose their school_~s long a$ racial l all that counts In the Jong· run,•~ bal?,nce In the school district Is maintained . • ·: Glenn said. •• ,._,J • The..Lowell School Committee has done Its· job Mayor Robert Kennedy. chat;:: tonight, Alves said after the vote. "Minority kids.de- man of the school committee··:. .nled In the past wlll now have access to every school echoed Glenn's statement ·adding'· plan_ln this city. !hey can no longer be denied." 'Tm delighted with th; result~~ ! LOWELL,Page 32 and look. forward to meeting the; Jong-term remedies so that we· may keep ourselves from being In .this situation ever again." • faced of suit, loss of _ft1nds'· • • . . ~ FRIDAY, JUNE 12, 1987 • • • • • '. -', 0 LOlVe ·- · 11·•01.('s p' a_n.0 :, 1 · • <. • • • �• Tl-IE BOSTON GLOBE SATURDAY. JUNE 20. 1987 Minorities in Lowell .I • • • • • • • • • • . •arr concerns - , : . . at.state forum .. "\ ,.• ..., '. : ,/ By Diane E. Lewis Globe Staff . LOWELL - When the'hearlng '!was ' . almost over, the consensus • •. ·~eemed to be that many of .•rLowell's Southeast Asian and Lat•·'1n··American residents are still -~:--•st!archingfor suitable housing, ":day care and appropriate bilin,'gual educational services. _ . And, as a Vietnamese attorney ·, .pointed out yesterday, they have ,.yet to be fully accepted by their ~ native-born American neighbors . .: '.,--"The.Indochinese want to be ; .treated as welcomed new· mem'bers and . not as second-class clti.- z·ens," Tai Van Ta told those who ~participated In the first state hear•.,1ng sponsored by the Governor's ' Advisory Council on Refugee Resettlement at the Smith Baker ' ,,Senter . .·. . "The existence of refugees Is an ,•.occasion. an opportunity for , learning about different cultures," , said Tai. "The general public Is , luckier than others because they ,,have the c·hance, right_ In their , _own backyards. to learn about -,other people without having to ,-travel." .'•·;. The hearing was the first In a ·_;planned series. Others will be held 1,ln Boston and Springfield In com.:fng weeks to determine the needs • ,.pf refugees _and develop plans to ; . ·~ • .J· ·. . . ;• •· . :' . Globe staff photo/Wendy Maeda La Phia Pheth sits beneath a sign that says ''Lao".during the hear, .address their concerns . resettlement inJ.owell yesterday.·. . ;;,:,-, .. Earlier In the day, 32-year-old ing on...refugee -. . -··· ... • • ifHa Bounthai told the audience students are still being'taught In .•percent of the 'students In bilin• that she has lived in Lowell for six makeshift bilingual classrooms. gual classrooms . In Lowell drop ~'-years and has ·not been able to . Last month: the Lo\vell $chool out. Many. he said, are students :'find affordable housing. Committee voted to move 160 who can already speak and read, :;;i--• Ha, who ·came to the United Asian and Hispanic students from -~States from Southeast Asia In such classrooms, but one . critic English but become frustrated ,:1981. said she found an apart- said yesterday that he ls con- _and quit school because they feel ne':er, attend a. regular •,rhent several months ago but was cerned that attempts to solve the. they _y,rill_ class. • •. ,,forced to leave when a city inspecproblem will end there. .. . "There are stuqents -\~·hohave ;.toi- fout:1d a number of housing Michael Ben Ho, a member of been In these classes for six .. code violations at the site. the board of directors of the Cam·,.,. Speaking through ·an Inter- bodian Mutual Assistance Associ- years,'.' said Ben Ho. "No one preter, Ha said she and her family ation of Greater Lowell. suggested • should be taking bilingual classes', separately from the general stu.. moved Into a three-bedroom that the state assess students to dent body, for that long. , apartment with another family. In determine whether they are ready 1· all, there are 10 persons living In to be mainstreamed Into regular "My concern ls that the situathe apartment, she said. classrooms. He also· said a tion will continue and nothing , . . For many of the men and worn- program should be developed to will be done," he said, adding that ' en· who took time off work to at- ·prepare bilingual Cambodians he and other Cambodian residents tend the· hearing, Lowell has done with undergraduate degrees for have discussed the problem with little to address the problem of seg- teaching In city schools.-officials for at least thre~ years regation In the city's schools and Ben Ho maintained that 65 and no action has been taken. - ·•-· . ·-- ·-- ... ---·· ... ··-· .. . . ·---~ �• • .[hr ,mpstori ®lobe . . ' SUNDAY, JU_NE 28, 1~87 • • • • • • • Paren~ of Lowe1lminotjttes :RJa:qJ ~tosue c1~yon h• • -- al segregati<:)li: By Doreen E. Iudlca and Boys Club, t'hus creating a '.'Sure, the kids In the y and Contributing Reporter segregation problem. the Boys Club will be out of that LOWELL - Citing the Lowell Racial tensions ahd alleged big- situation in September, but what·. school system's "continuing fail- oted behavior among members of . about the. educational services ure ·to provide equal educational the School Committee have per- they Jost while being there?," said opportunities to all children," the vaded some meetings. In May, Perez-Bustillo. "The plan says )'parents ·of llngulstic minority chll- committeeman George Kouloheras • nothing about that and says noth- l 1 'dren announced plans yesterday called Hispanic$ of the city "bas- . Ing to ensure us that the bilingual • ;to··n1e a class action suit against tards" and stormed out of City education program will be one of.', ·i the Lowell School Committee and Hall. quality and equality," he said. j , the City Council. Last month, the state Depart- :·we are suing for services."_ "· Ana· Ocasio, presldent·'of ment of Education·and the attorr .. • . .. . . . . i. • Lt>well'sHispanic Parent Advisory ney general's office threatened to 'Huertas, whose daughter at• Council, and Alex Huertas, a sue Lowell Jf the School Committee tends blllngual classes In the city . rmember of PUEDO (Parents Unit- did not come up with a plan that said that he has been "extremely ,ed for the Education and Develop- would desegregate the Hispanic · dlssatlsfJed". with the system and ment of Others), a.nnounced their. and Southeast Asian students with the plan. ··-·. ·•~ . , _;plans at a ,conference for bilingual_ and satisfy the state Education • •1p,frents and sa,ld that lcga_laction Department and state and federal . "J feel that the school system ls 1 J • out _toget us and out for revenge,". :,.will begin In federal court In Bos- aws. ,·' he said. "We will get our revenge ton next week. . By a 4-3 vote, the committee on • . • . "Th f J d d , bn them in. court." .. • 11 'l , • e main reason we arc iling une approve a pan, I rawn .. . • •, , •, ·l _,'this suit is because the plan that up by Lowell School Superinten- . · Perez-Bustillo also said that • ,vas passed by the Lowell School dent Henry Mroz and members of the suit would focus on a 33-polnt .c Committee on June 11 never men- the _Education Department, call- plan, designed_ by. Hispanic and tloned anything about total deseg- ••1ng for the purchase or. lease of Southeast Asian groups last regatlon and compensation for eight portable classrooms, hous- month, which calls for the rellef of those kids In the YMCA and the Ing bilfngual offices In the Central overcrowding and the hiring of -Boys Club," said Camilo Perez- Street School, the_ pal!_lng of Jhe • mo~e qualified bilingual personBustlllo, 6ne of three lawyers who • Pyne and Rlversldt: schools and . nel.: - \ 1 .•.,-i.' -~· :; ·J'\J{lll be representing the Hispanic· adopting a-.!'~ontrolled ch~lce" - -Attorneys'Alan Jay Rom of the .., and Southeast _Asian communl- plan of student assignment..·•·· Lawyers Committee for Civil ties: • , • • . ·, Perez-Bustillo,. Ocasio and . Rights and Roger Rice, who works ; ;:~. Since the_middle of the school Huertas say, the plan, although,' for META Inc.;Multl~ultural Edu- J • year, more than 160 linguistic ml- approved by the state, d_idn't go cation Tral!Jlng and Advocacy of norlt_ystudents have been attend- far enough to warrant their ap- Cambridge, will join Perez-Bustillo nl.~g classes In the Lowell YMCA proval. in prosecuting the case. . . • • .. ' ' �.::..;___:_~:.;..:.,..:...:._;::__.._;:,;;_:...:.__ ______ • j • :• I • .r Lo.cAi:·1 ' :,-.-. .:.. •... .. .. .. . • • • ·,:.:.'.:'J'i_t···r •·• ·; • •. • •·__·; __ 11 ' 1"~:,,:. ;'t:.~'* '"·· 1!:Pel ''"C3ti0ri"··needs/J , . eQUcJ :,eY.."". ..,., .t,.. .. :d,,, • ' ' :i_,\.• ... .• • •• '. .'·:.;..·· ::: :../, : .' • ·.' ,.: ' .1• • :. ·' '"(:. : • ':•·, • •: i ~ ,'1 . .. : 1 .• :. \ • • • • • ;.. • 'i·\"~it. ':orfi~ials ca·~~of'come: up ;, : ~ Hirin~ two. a<ld1tional · P.By:NANCY COSTE_L~Q_ • • ·, . • wifh ·solid program: initiatives, b1hngual guid~nc~ couns~lo_rs~ 1 , l... Sw{~taff •. ·.·, ••.-· ·,·.;:' ·.:·'... ·parents 'will appeal ~- the· City serve Ca~~o~ian ~~~?t,~~?~~pic •.}: '.:i..::~,~:,- . . . . . •,.:-·,...-, Counc~l an~;State ·Boa.rd_ of .~tu.~ents•.: ·::. . , ,:: ,'':·~_I',.1 • ! ;.•·.\@.\YELL -· M1nonty parents, Educ_ation _to;v_eto_ the building .·,-;:· ;:-Prov1d1?gCa~bodian, L~o; I t/;~µjng Lo.well Schools _forun< ..plan: Parents could also s_eeka,~-tian ~nd ·H1span,1cc_ommunity .ft equal'.educational practices are ,•court injunction to_halt actio_non: .;liaisons in t~e Spe_<:;'.1!,.,E1uca:J deip'.S:lndingthe appointment of . the building'plan;Perez said. ,;-._:::.tio~ D!)partment .. \';;ii'.t<:.-,!•, an··assistant superintendent for . ,\'We would prefer none o.ft~at_ ,. :- •Assigning assistant prin_;, ~ilingul;\l servic~s: and other .. _happe_ns," the· atto~ney s_ai~.·; ~ip~ls who are knowledgeabl~ of d··staffing 1ncr~a~es1n at~empts to. ; "But 1~ de~ends on t.~t. c_~:,Y ~(bilingual education.issues to.~vJ.~~-t~l~.\.th~ .-~~vi~. ~-a"'.su1tou~ _.of•.good will. • . . .. . • •••cry.'school that has 50 or mpre :!. ~urt. !r:,) _.,,;" v. '. ••• : • •_i' : ' • "We W!lJ1tsomething _in_wnt-._'linguistic n1inoxjty children. · ;l'·i•t-:~!6-po1nt do_cument,,which·. i1:1g- we ;want so~eth1ng (~he__.-._.'Providing at '_least one ) .reVIses.Jhe pubh.: school.a ~980 ... city) can be_heldto, Per~~sa_id• .-:·bilingual guidance :counselor, !-' Lai;i'pla~ for,-~tuden_ts~f_hm1ted-.:;.. ; Mayor Richard .H~we ~ e~rly •:social worker or psychologist at (i ~I}g~~sh),pe~king •ab,1hty, was .._;;-. assessment of th~ n:iinonty pa- .\each school_ offerin_g·~~~Hr:i.g;ual [°\'~n~~r.dehvered to the b~ue-_-.rents' ~er:na.nds,_,hov.;~Y-~~~-~-:~.'..-:services:·>•)t.·::;,r:.•,, ..:·>1:·,:::.\: n~~n pa?~l on d:segregabon. :\.n.?t op~1~i~t~c. •.. • :· .. ·:. ,,_,:·:.:....:·Developing year-roun_d 1n•:i;It 1_~clu~~~~terns discussC? d~r- ·r . .- "_Ith1n_k_ its an at~mp~ t_oqr~;;,.service training for all teachers 1 l:f-ing four informal negotiating· ate· a· bilingual bureacra~y, •on ·education of multilingual '" '.·'r, sessions held between parents Howe declared. "I'~ surprised students. ::..... , .. , :-~:, ; ·i and city officials since J_anuary. '·.they went public with deman?s ! •._ Estriblishing' a Linguistic ';'... "Ther~ ca~•t be me_an1ngulde- ,.that to some_exte~t ar~ unreahs-· • Mi~ority Task Force to oversee '..\'segregabo?- if !here i~ not equ~l ti_c - especia!ly _in.vie": of the.: Qilingual education pro~9:ms. . Ii programming, •explains Camil- city's financial res_traints. It •_. Developing multilingual/ , ., .IoPerez, the attorney represent- doesn't seem to be u?-.the best multicultural programs that '.i· in~ :Hispanic. and So~t~;a.st • ii:i-terests for H:is~a~ic_~,:o~.!he would include _literacy:training f-i•Asian parents in t~e smt. -Dis- city of Lowell. • • ,. . . in English and foreign_ lan;.;i··cussion (of the suit) has been "We have made a determined , .... , .., : helpful/but it' wasn't_:_substan- effort to comply' with' (equal • gua~~~~~l·o~in~ individualized J tive. We hope to break the dead- •education opportunity) la~, but drop-out prevention and recov-•, , ; , [:lock}.~Yr:nakID:gthi~· propo~al w: can't.solve the problem ?ver- ery services for lingu~st\c mi_nor- , Y.1:and•see111:g where, t_he city. night," the mayor cxp]a~n,ed. ity students.··;.'•,:,.:'!· .--:i··,,•:•· .. '· .-.-., 1 J:stands'.".:::.,::_,i':';'':_l~·-:·:·,·,'•.t • ':ii_ "There's no magic wand.".:_,:,• . · . • .h":: {J'o'.t' Perez said '"minority 'parents "'Howewill be meeting 'with the \ i-L~lltry'toblockstatefuridirigfor school 'committee' in' executive ;.·f th~'i>i:<>P?sed :$1~; milli?? school session· tonight :to. disc~s~•·the ;:fbwlding proJe_cli~f th,! city does document submitted by__~1nor;-:f.-notagree. to 1mprov•~ments for ity parents., . . • •·•.• • ".fmult~lingual/multicultural • -Improvements. suggested by ti: progr·ams.. To providr! equal edu- parents include:': :• . ':·,' _,· I t• . • • . r,:.f.cational opportunity to minonty • :...: Hiring an ·ass1sta!lt super,.'.! students·, -Perez noted,- the city intcndent of linguistic minority •1 j inust do !Dore than just racia_lly service_s,:..i, • ,... ' 1~ :J ·.·•;": .•·.~: ;.' _,j balance -1ts schools: and ·provide. -· Hiring four assistant d1rec; :.iupdated facilities:, ,,•.,;-,,v,!,n·, tors of multilingual/multicultu'..,J- • If the minority parents•and ·ral programs. '· ••• ':., 1q·:!:r;,~,,~i:t?!),:". • -;-:-7-:~--;.- . ~! •• • -;- ___ • • • • ...{ ~ "i~~'i.11· ...~.:~~"-.. ?1,:~:;. • ..:..__: ____ I ,v· 0 ~r 1 q • • • :r ·c,• 0 • • '' ·'.· ; •--;··'· , �• • • • • •• • • ·- • THE BOSTON GLOB!;: ' WEDNESDAY. OCTOBER 21. 1987 Raynolds warns on Lowell plan Says s11itis lillely if ·school desegregation. not. carried out . . . . .. ' By Muriel Cohen Globe Staff • If.Lowell does not comply with the terms of a desegregation plan that the state has approved, state Education Commissioner Harold Raynolds Is prepared to have the attorney general sue the School Committee. :e ' Raynolds said _y_esterdaythat he "would be In Attorney General (James) Shannon's office lmmedl· ately f askin<1 • o.,, !!Im ....~ to bring suit," charging school officials with vlo■ RAYNOLDS Continued from Page 21 Still. Mayor Robert Kennedy. who favors the desegregation plan. said that next week he will bring in state officials and celebrities to ride buses to show their support. Last night, during a City Council meeting. former Mayor M. Brendan Fleming labeled the celebrity idea an-"attack team." and said many residents were offended. . '.'People were asking me._ signment plan developed by the state. The court found the School Committee violated the equal protection guarantees of the 14th Amendment by setting up separate feeder patterns for black and white schools. • ' "Tale of two cities . .. " ' . . "They can choose between the tale of two cities - Boston or Cambridge," Raynolds said yesterday . In announcing plans for the Lowell group's plan to v·isit Cam_bridge. • ~ .. . .Jatlng the equal rights guarantee of the 14th Amendment to the. Constitution. The legal strategy for developIng the case would be determined by the attorney general, said Rhoda Schnelder, attorney for ·the State Board of Education. She also said Raynolds would recommend to the state Board of Education that the suit be filed. Because of the suprlslng success ,fl{._.aQ.tl.desegregatloncandidates In last month's preliminary election~ for School Committee .. and City Council, some candidates said later they might try to have ·the plan rescinded. In June, the School Committee accepted the 'plan on a 4-3 vote after a state threat to cut off aid for bilingual education. School· Superintendent Henry Mroz said yesterday· he doubted opponents would :,ucceed because. "The attorney general would be In here the next day." RAYNOLDS.Page 24 'Why?' " Fleming said. "Lowell is a city that historically has had open arms toward Immigrants." Tarsy Poulios. a retired mailman who, in his first run for office. used an antidesegregation platform to reach second place among 25 City Council candidates. also denounced the idea. "Worst problem of all ... " Kennedy said he wants to off-· set an apparently growing tide of opposition because. "This is the worst problem of all, to have Lowell labeled a bigoted city ... Raynolds also announced that a delegation of Lowell parents and . officials will visit Cambridge soon to study the "choice plan" that has successfully desegregated that city's public schools. Several Lowell School Committee candidates are campaigning on antlbusing platforms with the same kind of· dramatic rhetoric that roiled Boston 15 years ago. Despite the·resistance of many political leaders,· Boston was ordered to desegregate its schools by a federal court order. using~~~s: Cambridge responded to the possibly be used as a sanction state's requirement for eliminatagainst Lowell if it reneges on the ing racial imbalance in Its schools desegregation plan. by adopting a "choice plan" that Raynolds has warned Lowell allows parents options In selecting that he would press the suit to a school. . withhold funds ''if there is a roll- • Before the federal suit in Bos- back of any kind In the desegregaton, school officials had reneged tion plan already adopted by the on a promise to develop a desegre- • School Committee and approved gatlon plan under state law. and. by the State Board of Education." the state Board of Education froze On Monday night. Raynolds half of the city's school budget. . warned that' if opponents to The School Committee sued the Lowell's centrallz"ed enrollment state for restoration of the money. plan try to rescind the plan. they Withholding state aid could -would be putting pressure on the Raynolds warns of suit ,if Lowell wealieilS1.new:desegregation ,,plan state attorney general to follow · -· · through on his earlier threat to In racially Isolated classrooms.'·,... They still have not developed the sue the city. , Raynolds criticized busing op- full ~pac;!ty to provide the se:· • 1 Second suit endi.n .., .. ,:.: ponents yesterday for blaming the vices. . • , • • p g . centralized enrollment plan for Furthermore, Raynolds said. • Raynolds also said a s_eco~d the busing problems. He said, the . he was disturbed that only one suit Is pending. An at_t?rney s blame should be placed on.the In'"'' bus company submltt~ a bid for' group based In Cambridge has adequacies of the bus service .. , ••. the bus contract. · ,. ~ · · filed suit In federal court charging He called the school bus service , "There have been a series of InLowell with failing to provide ade- In Lowell "a real travesty : .. The. adequate management provisions. quate bilingual education to non- bus company delivered 26 buses and the bus company ~?s failed to _ English-speaking children and Instead of the 38 that were neces- • live up to Its contract, Raynolds • maintaining minority youngster~ 1 sary, ·and ·not enough .drivers. 1 • �• • THE BOSTON GLOBE WEDNESDAY. OCTOBER 21. 1987 said. Proponents of the central enrollment plan have said they have state officials and other celebrities lined up to ride school buses next week to support desegregation. The celebrity bus ride idea was organized by Rep. Chester Atkins (D-Mass.). the Fifth District congressman from Concord. who said Monday he feared opposition to the central enrollment plan threatened Lowell's economic success. Those who plan- to ride the buses next Monday and talk to parents include Lt. Gov. Evelyn Murphy: Franklyn Jenifer, state higher education chancellor; Frank Keefe, finance secretary, and former Boston Celtic M.L. Carr. In addition, TV star Robert Urich of "Spenser for Hire" will do public service announcements on radio In favor of desegregation. • • • • • • • �THE • • BAY STATE •61 --. · • • qurt, SOit poss1. e · 11 b · • · Over Lowe I .using C • • Thursday • November 5, ·1987 availablefor comment. • • •• 1 Alvesadded that the Lowellsit• • • , . The parentsattendedthe meet-uation was a case of race-baiting mgto complainthatonly their chil- becausebusingalreadyexistsin the dren were being placed in inferior city. It only becamean issueafter • .• . conditionsoutsidethe [llainstreamthe integrityof white neighborhood GusMartins . mine the percentageof anti-busingschools. . ' ., '._;_ ·-.:•••...,.. jschoolswer~threate~ed,he said. candidateswhogainedseatson the 1 •Becauseof an overflowcreated Alves said the city currently .• The presidentof the Merrimack committee. • • by an influx of Hispanicand AsianI buses7,000 of its 13,000 students Valley NAACPsaid attempts by Gonsalves alsocriticizedLowell'snewcomers,the studentswere be-·and the busing plan attached tc 1 Lowellanti-busingSchoolCommit- anti,-busing candidatesand incum-ting taught in ~akeshift classes'in centralizedenrollmentadds about teecandidatesto rescinda central- bent member GeorgeKouloherasthe local Boys Club and YMCA,·900 moreto the total. izedenrollmentplan could resultin for.·creatinga needlessclimate of Perezsa'id. •. .' •• ' : Perezsaid the city has hadtrouswift federalcourt action. ' . continued to page 1 "Whateverthe facilities, are ble'acceptinga commu_nity_ that is AttorneyJuneGonsalves saidthe • • , prettyclearthat theyarenotgetting close to 30 percent minority and city will haveto moveon its pastinan equal educationand that t~_eregrowing. At present,,•there is nc transigenceand accept the state ,are manyinequiyesin the syste[Tl;' minority _r~p_resentationon .the Boardof Educationmandateor else •. _. . .: ! add~d Perez. • .....•• • • :· •i SchoolCommittee.-:--- • • 1 co~tmued fr?m page . . - -1 MichaelAlves,directorof deseg- An attorneyfor the Multicultural racial hyster!athat has mcit:d t~e regationfor the stateBoardof Edu- EducationTrainingand Advocacy, parentsagainst further buSmgm cation,calledthe refusalto incorpo- PerezsaidSchoolCommitteemem"Whateverthe facilities, th ~.city. _ . ' • .Irate Hispanic and Asian students bersare setting up a possiblefedThe_can~.idates are runn!ng~IJinto the Lowellstudent body "in- eral court confrontation. . we arepretty clear tha( a non-issue,: Gonsa_lves_ said. If credibly racist" and anti-bilingual He addedthat busingopponents (hey are not getting an t~eyV?teagams_tcentralizedplan-:education.,-• couldfight a protractedand painful ningwithouthavinga planto deseg- Alvesaddedthat a federalcourt court case but highercourtswould equal educatfon and regatethe schoolson the nextpage, . · . · ' · 14 I th ·11f I t 0 f h d h. " 1. _ : ·,. ,contmued to page 11 most likely hold firm on th: t1 that there are many ey WI ace a ? • ar s ip. . , Amendmentto the Constitution,or -A.t!Qi:neyCamilo Perez,_who.ISi O the Brownvs. Boardof Educati9n inequitiesin the repre_senting Latinoand Asia_n,yar. . ... _ , . . case that ruled segregation in 1 ents 1~~ !~~~r~I c~~rt-~.a~e against,contmued from pag~ 7 . ' • schoolsunconstitutional. · system." Lo:-vell s schooldepartment,scalled case set to begin tnal this month Alvesadded that a "Controlled -· Camilo Perez busing smokescreenhiding the I d~mo_nstratesthe lack pf faith' Choice''plan that he developedfor real issueovercon!r~Iof the city's mmonty parentshave in ~hec'ity'~Lowell, which was based on the t em. . ~ture. • . . • school syS . · . ICambridgeplan, was dealt an adlosestateand federalfunds for bi- .: Perezaddedthat s1nc.e the out- , ~e saidt~e School~mn:i1ttee1s,ditional blow, being sabotagedby lingual education. : : . burst~las~Mayby ~ouloheras, who guilty of trying to rescind 1_ts own NationalBusCo.that deliveredfour Gonsalves, joinedby observersin at_a c1~1~e i:neet1ng ~~ferr~d to ~ plan. • , •. • ...•.• 1busestoo few on the daythe plpn the Boardof Education,the.NAACP, H1spa~1c contingentas .ba~tards,I Scho_olSupen_ntendent~~nry was supposedto go into action. state Attorney General. James other inflammatory rhetoric has Mrozsaidthat wh1!et_he~entral1zed He said the company'used the Shannon and an atto·rney for come _from the 2?-year School e~roll~ent plan 1s in plac_e,the1,tactic as·a bargainingleverto-gain minor.i,ty_plai~tiffs, said the groups Committeeveteran. .. ~in?nty ~arentsareprobablycon-·a highercontractwith the city. wo·uldwatchirfeamestthe outcome Kouloheras,who was described tinu1~gwith the court case as a of Tuesday's city electio.1sto.deter- .by Perezas "backward,"was not saf~guardto ensureits viability. • -- - • • ' - •- , • He added that state officials 1: • wouldbe watchingthe electionoutcomeandwerepreparedto takeany actioi:,necessary. . •• · • "The issuewill be decidedin the community (Tuesday) by the elections, or by otherauthoritiesin the future," Mroz said. . • Lowe 11 • • • • • • • I we lowe11 a I . ! I �• ·w~ ·• • • • THE BOSTON GLOBE FRIDAY. JANUARY U:~ pro~_ .... ,. .,, . . Kevin Holewinski, the Justice· • ••• Dep~rtment ~tto~ney w,h_ovisitt:~ Rice.and interviewed a number .or. Lowell school officials last week, 1 yestir~~y ·~onfirmed the fede~a~ investigation, but declined to say. • if of ,:Y.,h~nla_wsuits wo~Id _be~ii~.; ; J\ Justice Department lawyer; who asked not to be named said tha/ William Bradford Reynolds, chief of the civil rights division, hacl;ordered the investigation. aft<;i: reading about the death of 't',. I .~O")'fllstudent Vandy P~orn~. 13_.: By S,teve Curwood • ~)19rng wa~ ki!Jed in an alleged Globe.Staff •I •• racial , incident after his school bus • The US Justice Department failea to arrive one morning and has· begun an investigation into. he ,went fishing instead·. An 11-: alleged racial discrimination in. yeaV,·old·youth _has ~n ·charged. the ~well public schools and may with murder ·ahd violation of1 file a lawsuit, lawyers said yester' g·.s c1•v1·1 n·gh"ts. •, .·, , ,• .,•;.•.--,., , ,,. Ph orn - ,' day:·• ' .• 1 .. ' • • • ~ • ... :; .....,,"' Lowell.· which implemented a' , ',I;he Low~JI voluntary desegr~ 1 state-designed voluntary desegre~ gation plan is supported by'on,Iy of its • six school board mem-: gatiori plan last f~II amid an acri- • three ' I ' ' • \ ber13. State sources say Raynolds monious School Committee cam_paigr1and a fouled-up bus si:hed-. has ,been lobbying newly elected Mayor Richard Howe, who' i ule, !'ias already been sued by His· -Lovvell sits on the School Ccommittee, to panic, parents. who say.the. .volun, . ~ . r·, ,. support the plan. •. . . . . •.. tary_ plan does not go far ~nough to eradicate discrimination in bi· ~;rh~ st~te hop;s to pr;~eiit th~·; llngl!al education anti personnel. .'. feds from filing Jf the voluntary 1 plap remains, ... said a source. !' ~oger Rice, an attorney for Multicultural Education and , Ma~tin Walsh; regional direcTraiping Advocacy, a legal assis- 1• tor;of the commu·nity relations ditance group that is representing, visi9n of the Justice Department,; the flispanic parents, ,said yester- '. declJned to.1,peculate on ·whether, day ihat a lawyer from the Justice_'. Washington will intervene.·:•"' " Dep~rtment's civil rights division. ;1There_.ar~ ·a. Jot of p~obie,~s~ In Washington .recently told him • th t · ed i i · that',"a decision will be made soon 8. were 1gnor • or years n, Lowell." Walsh said, "and they· abol!t whether they will intervene •• arf now receiving national at ten-' as a 'plaintiff in our suit." • • • t·1 • .. : . . ,; , '"' (', -! ··The Justice Department may. } °K ,',. t: .. , •• ' .. ' ' ' ' also';1ntervene in a bilingual edu· I . . ·J'Some_of the kids __rfgh_tswere cation suit brought by Rice's I be~pg pen le~. _There ,was. not 1 group against Gov. Dukakis. Edu-' en~!-lg_hroo!!l 1n school, so .m.1n9.r; cation Commissioner Harold ity_ch1ldren were kept_home. '.).'hen1 Ray/10Jds and the State Board 0 ( ·t~~y us_ed.11:1adeq':1at~ f~clllties foI, Education, Rice said. • • • • .•t H1spamc kids,. and~~~-1a_1?..kids, ;i 1 State. officials yesterday ques'.: ~aJsh sai?;. \ ,_ •.., :.,•.;• · ;i,r/. <1.<i tlon,~d whe_ther' the Investigation· ·-'t:_Ther;-e_are also few Hi~panlc. ahas.~ political motive: "[Presioent] te~chers, •almos,t nonex1~tent1 Reagan's civil rights divisiori ..has Asi*n teachers. and a whole slew do'n~ nothing for years. Now all of' bf things. To the credit of Harold. a sudden they are lnvestigating 4 Ra!no!ds, !iOmeprogress has been: Low~II?The same city Mike Duka·m~de. But some people feel there Is kls 'has cited around the country' not enough progress," Walsh said. ' city of a turnaround? I •~ J,-1· '.,_ --~--. .... as the "~-~--· ....a...· •·•·... thiqk •1t's_all about :trying to em-'. barr.ass presidential candidate· Dukakls ;·; . ... .said one official. riice-hias· . ~. . ' 1 ailegatioIIS ill Lowell ... :.~ .._: • ◄ l \ • .,, • i • 15. 1988. I ·• .. - " . ,I 0 -; • • .-:i.-- • - • .. .. ~-: �• • ·,·->- -,-.,.·----- - .. .. '"....,,..___._::.,.,-, . - . . .. . ... . --.~··::BY SUSAN DIESENHOUSE . • .__ .. ··" . . .. : . . . . •. • · , . • The Lowell agreement includes • •• The Lowell schools have 13,600 stu:. ,:0,,.:._..__Spcciol<oThc ,...,. Yon< Times . . .... :· .. these features: . dents. About 42 percent, or 5,691, are ···BOSTON, Dec. 13 _ With a Federal ••·::·. QThe school district must try to·· fro1:1 minority groups, mostly Camcourt's approval, the public schools or find all the hundreds or children who bochans, Laotians or children or HisLowell, Mass., are starting one of the dropped out or school smce 1986, panic heritage. About 2,900are in the nation's most far-reaching programs when turmoil overtook a system un- b1lmgual prog~am. In 1980,17 percent of instruction and special services ror able to absorb a large mflux of stu- of_the_systems students were from students and parents whose first Iandents who did not speak En_g_hsh. The mmorrty groups, with 454 pupils getguage is not English. dropouts will be orrered a b1hngual or tmg b1lrngual educauon. _ standard educational program. new arm of the Lowell School La st Friday a Federal court here QA school for bilingual instruction Committee will be set up to oversee approved the plan as part or a settlewill be established, bringing together the new plan. The district will hire mentor a suit againS t Lowell, a city of s_ tudents_or all degrees or _co_ mpetency more administrators, teachers, guid95,000 residents 35 miles northwest of Boston. The suit, brought by the parm English and emphas1zmg Amerance counselors and other specialists ents or Southeast Asian and Hispanic lean and Hispanic cultures. The • for the program. . . ·.school must have roughly a 60-40 Th Fed • stu_d~nts m 1987,_charged that school : •.ratio or white and minority students • e era! court will monitor the otf1c1als had dehberat_ely segregat_ed . .'..as required by a state deseg egat'o plan, ·whose cost is estimated to be I • the_children and i:,rov1ded them with .•.:·plan. . . . . .. r n $159,000 for this school year, said a an inferior educauon. •· . •• • • •. • . lawyer for the.parents, Camilo Perez. . • • • •·• • • • .. • . QParents who speak little or no· Bustillo. • ,. , . : ..~'This plan is on the cutting edge ;· . English will not only receive all and will advance what we think of as :: school notices in their native Ian- • • The suit was filed after the city • schools, pressed for space, put many ' bilingual education," said James J. ··guage but will also have.interpreters • Lyons, a lawyer for the National As- ..:-:·._available at school board meetings pupils who did not speak English in : makeshift classrooms, like a former sociation for Bilingual Education, an :-and student disciplinary hearings. advocacy group. "It seems com pre- ·:·.,·:QCounselors and tutors will be on , boiler room and a former ladies' hensive enough to be a -national ,:.call to help students who leave the room. Classes were often large and model"• . :.· : . .;: ..... ·•fr .... :..• , ____ • ...... ·-· -~• ... ;:.-.bTn • th_eage span of students great. : . ._.:.~ - __ ••• ~·.; 1 1 gua I program. . •• •• ••• • • • • A • • • • 0 •H O • • • < _ .. • •• •-• .. 0 • .. , 0 0 • ••• o• • - .'•' ,): George .0 .. Kouleharas; a..school committee member who opposes the plan, said: "Let's teach the three R's . and forget about social engineering. Bilingual education is a disservice to ·these kids because it keeps them from teaming English like other im- . _migrants did.''..-.:·..·,··••;•,•-,.;_ .. •••. •·,··.: : .,- 0 Alex Huertas, president or the Hispanic . Parents' Advisory . Council, :_whichwas a plaintiffii11 the suit, said . ·,the plan would improve the quality of education and community relations. But he cautioned, ~•we don't completely trust the city or school admin• : lstration because they· haven't been ·sincerewithus." .• •.-:L ;,:,. :·..:: i ·:~=But one expert in bilingual educa- • lion said that since a settlement was negotiated, rather than imposed by _the court, ·the community relations ,needed to support the plan and the ; school system are·;more. likely to :exlsL. •.'.'Lowell was a time bomb,'.', :$aid.: Martha Montero-Sieburth, • an • .'assistant professor _of education at '. Harvard •University. ::!:But . now. the : ·schools should be at:,le: to work with· .the community..'~...~,_;..;;.~·~•·-··~.~~·.& •-:, • • • _.., • • , •I • • ____ • • •- -• . • , •• ,, •---•L-., • • . . ..- ....... - •·, .... . . .... ·•. . . ,.: .: •.• ·- ··•--:--:- ·:·--•-,...... , ....~--.,,,-~·":':";;'.-::··--··. .......... , �• Volume VIII, Nurnber 16, January 11, 1989 • • Legal Settlement In BilingualCase Hailedas Model l)act J?equiresDistrict 1<> Fine!,Aicl Dropouts By Deborah L. Gold • • • • • • • The Lowell, Mass., public schools have set in motion a comprehensive effort to aid students whose native language is not English, including an unusual pl;,m to seek out and assist those who have dropped out of school. The plan, part of a desegregation settlement that was expected to receive final federal-court approval this week; is being hailed as one of the nation's broadest attempl<; to help compensate for harm allegedly caused by insuOicient bilingual services . . It is the productofmonthsofnegotiations between school officials and Hispanic and Southeast Asian parents who filed a class action against the school system in 1987. The suit, }{ ispanic Parents Advisory Cou11<:il v. Kou.loheras, charged that the district unconstitutionally segregated limitedEnglish-prolicient students and failed to provide theni with "appropriate and effective educational services." Such "inferior" program$, it alleged, were partly responsible for a disproportionately high dropout rate among minority students. The r;cUh•ment cal ls for more co1,mseling and support services for language-minority students and their parents and stepped-up recru'it,rnent and training of bilingual staff members. It also requires that the students be guaranteed equal access to all instructional program:;, and it expands multicultural and "two-way" bilingual programs that teach Continued on Page 12 • Continued from Page 1 both immigrant and English-speaking studen·ts in two languages. . The U.S. District Court of MassachusctL~initially approved the voluntary compliance plan last month and was expected to make it final at the close of the 30-day notice period that expires this week. A.ids Those System 'Failed' • J,:unes Lyons, counsel for the National Association for Bilingual Education, praised the "total comprehensiveness of the agreement and the commitment to prnvidc robust kinds of programs for language-minority children." Observers say that il'l "dropoutrecovery" plan is also unique. • "!:or the first Lime,a federal court i~ ordering that all the students of different racial and language backgrounds who dropped out during a period of great turmoil in Lowell have to··be identified, located, encouraged to return to school, or provided appropriate alternative programs," said Cnmilo Perez, chief counsel for the plaintins. "What makes it stand out," ndded Mr. Lyons, "is the outrench nnd the real remedy it provides for those that the system has failed." Another important element of the plan, Mr. Perez said, is that it extends support services-such as guidance counseling and dropout prevention-"beyond the bilingual program" to students who enter mainstream classes. Nationally, "the majority of language-minority kids arc in fact in the mainstream," he said. '"J'hcy are the ones who tend t.obe the least served and arc clearly at risk." The Lowell plan, he adclL'<I, "begins to point a direclion in which the Lide can be turned." "By elevating the quality of minori: ty education," said Richard P. Howe, mayor of Lowell and chairman of the school l'Ommitt.ee,"we hope t.o improve majority education, too, and minimize the friction that had existed among different gi-oup.~." Given the context of racial tension and strife that has existed in the city, said Hoger Rice, another lawyer for U1e plaintiffs, "the most important thing is that it happened at all." Surge Strains System • The suit was filed after the district, short on space to accommodate an in0ux of immigrant refugees, held bilingual classes in makeshi(l. facilities that included portable classrooms, a local Y.M.C.A. and boys' club, a converted ladies' room, and a former boiler room.· According to school officials, Lowell has experienced a substantial surge in its minority population in recent years, largely as a result of a second wave of immigration by Southeast Asians. The city-which, after Long Beach, Calif., has the second-largest community of Cambodian refugees in the country-counts an esti matcd20,000 refugees among its 100,000 residents . About 42 percent of Lowell's 13,600 students are members of mi- norily groups; 25 percent are Cambodian, Laotian, or Vietnamese, and 15 percent are Hispanic. The number of minori t.y students jumped from 640 lo 2,160 between 1975 and 1980, and to more than 4,000 in 1986. Between 1985 and 1988, bilingual-education enrollments tripled. To cope with the enrollment surge, the district has embarked on a $131-million building program funded primarily by the state. It has also spent hundreds of thousands of dollars to rent space and portable classrooms, hire new staff members, . and provide other services. Parents nemained Dissatisfied George D. Kouloheras, the only school-committee member who 01>· posed the new settlement, has maintained that Lowell's plans for serving the minority liludents were adequate. "We found space for them until such time as we got additional modular class·rooms," he said. "Every- •Theplan "begins to point a direction in }Vhichthe tide can be turned." - CamiloPerez thing we did in Lowell was with the blessing of the [state] department of education." • . • • 'lb deter legal ·action by the state, however, the school committee in Jwie of 1987 also adopted an enrollment policy that gives parents a voice in choosing theu: i:hildren's schools, "subject tothe constraints of minority balance and space availability." The plan appeaseci state officials but did not.satisfy minority pai·imts, who _!'pressedthe. 'suit for other issues dea/ing specifically with bilingual educalion," said George N. Tsapat.&~ris,a proje<:t director for the Lowell sc):iools.. • :· •• • • • . Besides continuing the revised enrollment policy,the city has agreed to spend $159,000 for several new staff positions, including ."facilitators".for the various·languagcs and l)ilingual staff me.mberswho will be assigned to serve as home/~hool liaisons, coordi-. nate the pareri~_itilvisorycouncil1 an_d provide,gui~_aiicf_\,ervices. :. -' • •;: , . .• ! J,\ • • •• ! ... �• • • • • • • • • • Lowell, Mass., Settles a BilingualSuit WithPlan To.Aid LanguageMinorities Other.Elements of Agreement . Th~ pj~n~lso: :••\ · •• •• •Aims.lo eliminate inequities in staffing, transportation, and facilities for language-min9rity students and entitles them to course offerings "equal and comparable" to those in the standard program, including computer instruction and vocational and special education. ••. ··:-·1• Calls for refonns in special:education placement and services for bilingual students and prompter proces.c;ing of special-education complaints. • Seeks to buttress parental 'involvement by expanding a parent advisory council that offers guidance on bilingual programs, and by fc;i~ming a ·mayor_'.scommittee to \meet monthly with parents and "monitor the plan, which.will also be overseen by the court . · , ••'·:'. • Stipulates that student-disci~' pline notices be prepared in the par-' ents' home language and that bilingual staff and interpreters be present for•consultations. :··::: ·,,_• •. f\• Calls for_improved cultural and language program.:;;a new "multilinglml: m11\tic11~~\~\"schoo\~,·\\~8, two-wny bilingual program; expansion of existing two-way programs; and a demonstration magnet school that teaches the l{hmer, Spanish, and English languages and cultures. In addition to providing dropoutprevention programs for languageminority students identified as "al risk," the plan requires the schools to contact all students who have dropped out-since 1986. They are to be encouraged to return to school and offered special services. Mr. Tsapatsaris said school officials already have begun reviewing strategies to locale dropouts and have begun recruiting personnel called for in the plan. "We're not waiting for the docu: ment to be agreed to," he said. "We're looking to initiate every aspect as quickly as we can." National Mpdel? Mr. Perez, the plaintins• lawyer, said the Lowell plancould be drawn ·on as an example as similar lawsuits arise, particularly in st.ates that have recently passed amendments making -English the official language. "In each o( the-communities where this has arisen, almost invariably bilingual _education is one of the first issues tackled," he said . A ruling is expected this month in a Berkeley, Calif., case that is testing the state's responsibility for limitedEnglish-proficient students under its relaxed bilingual-education rules. Alex Huertas, .president of the Hispanic Parents Advis~ry Council in Lowell, said last week that he was "very· confident"· that" the Lowell pla1i"is going to be a pn:iductive settlement." He added, however, that the city "has to explore other sources" of aid Lo implement the plan because both the city.and st.ate are strapped for funds. ;_• ' ' . . .. . . \ : • Fcderaf Aid Sought ·: Lowell's problems in coping with its burgeoning im.migrant population have drawn the attention of the state's Congressional delegation and Secretary of Education Lauro F. -Cavazos, who met with school offi·clals and toured the city's class.rooms last month. · ••. , . • • ·1.bhelp raise funds for adcliti~nal .teachers and classrooms, the school system is seeking federal assistance under a variety of Education Department and Health and Human Services programs.: ..: • •.• •••.-'.• ~ ·' An aide to Senator Edwa~d M. Kennedy of.Massachusetts said the Congressiodal delegation was "looking at the problem and trying to find ways to address it," possibly by re." viving a bill to aid Lowell that died last year .. •.__-.:--• • • . One novel funding source being explored by the school district is impact aid, program designed for areas where military and other federal installations have limited the tax base for sch9ol funding. Mr. Tsapatsaiis said district officials think Lowell.should qualify for the federal prograv,i _onthe grounds that U.S. immigr4_tion policies allowing refugees to rl!locate have had "sucp. an overwhelming impact' in . " ',. . •. -·,.:;~; •". :·,. . ,sue h ,._ashort tune. t But one Congressions1l aid.e-.said '.ihe biq for impact aic\ ~~s.:"ii11liRely :to: succ~ed and that 'othei- federal prow-arriS-:-such as th{i!mergency ini~f igrii~t and transitio_n_'refugee •progtam_s:~:.would offC:r:'.'more ap\"',li?~.li\~~~:~·!W.\m'e$. o.(~t~-·-:,'.!:: ...... a �.... ......,.. UNITEDSTATESDISTRICTCOURT //',. DISTRICTOF MASSACHUSETTS • , ) ) ) ) ) ) VS. GEORGE D. KOULOHERAS, ET AL Defendants .../' r r.,f HISPANICPARENTS ADVISORY COUNCIL, ET AL Plaintiffs • I .... j $· ., " ·'11c, , • u'\ i ,.,,I' -.. I .1··' CIVIL ACTION NO. 87-1968-K _.,'•~·· .s ) MOTION FORA ffiOTECTIVE ORDER Now comes the Defendant, City of Lowell, and pursuant to Rule 26 (c) of the Federal Rules of Civil Procedure moves the Court for a Protective Order limiting the scope of the Interrogatories and Request for Production of Documents filed by the Plaintiffs in this matter on the grounds that the requests are unduly burdensome to the Defendant and involve matters irrelevant to the Plaintiffs' Complaint. Specifically, the Plaintiffs seek detailed information regarding the enrollment and placement of students in the Lowell School System, as well as specific expenditures made by the School Department, for the period from September 1954 to the present. In order to respond to the Plaintiffs' Requests the City of Lowell would be put to great expense to search records for thirty-three years, and it is likely that much of the information would not be available. J Therefore, the City of Lowell moves the Court for a Protective Order limiting the Plaintiffs' discovery request to a reasonable scope determined by the Court. CITYOF LOWELL Tf-0 City Solicitor Law Dept., City Hall 375 Merrimack Street Lowell, MA 01852 Tel: 454-8821, Ext. 264 �.. • , CERTIFICATEOF SERVICE I, Thomas E. Sweeney, City Solicitor, hereby certify that on this date, November 13, 1987, I mailed a copy of the foregoing "Motion for a Protective Order", postage prepaid, to Alan Jay Rom, Esquire, 294 Washington Street, Suite #401, Boston, MA 02108, Roger L. Rice, Camilo Perez-Bustillo, 7 Story Street, Cambridge, MA02138 and Thayer Fremont-Smith, Choate, Hall & Stewart, 53 State Street Exchange Building, Boston, MA02109. 1256A �• UNITEDSTATESDISTRICT COURT DISTRICT OF MASSACHUSETTS HISPANIC PARENTSADVISORYCOUNCIL,ET AL.: •• • .. . . . Plaintiffs vs. GEORGED. KOULOHERAS, ET AL. Defendants CIVIL ACTIONNO. 87-1968-K . PLAINTIFFS' OPPOSITIONTO DEFENDANTS' MOTIONFOR A PROTECTIVEORDER Plaintiffs the following 1. oppose defendants' Motion for a Protective Order for reasons. Defendants have not specified which interrogatories and/or documents they claim to be "unduly burdensome" or "irrelevant" so that plaintiffs can respond with an analysis Plaintiffs do not interp;et defendants'position to any documents or answers readily available manner. with a generally 2. Prior waited interrogatories filing did not confer opposition as they are required For the above stated many documents are were due and only responded Order." of a Motion for a Protective with plaintiffs' standards. can be answered in a timely worded "Motion for a Protective to their legal they are not entitled and surely to the day responses defendants Defendants' that to interrogatories and certain Defendants of the appropriate attorneys Order, regarding their to by Local Rule 16. reasons Motion for a Protective plaintiffs respectfully request that Order be denied. HISPANIC PARENTSADVISORYCOUNCIL, ET AL. PLAINTIFFS �• • - C/2!1Yi)) 1. ~,c~ By: (14,(,( , Lo f&7c€ :z.-13u-;ru..li,,/'?"~ ROGERL. RICE CAMILOPEREZ-BUSTILLO METAProject 50 Broadway Somerville, Massachusetts 02145 617/628-2226 !206~ BY: a ../],~- A~dM Lawyers' Committee for Civil Rights Law of the Boston Bar Association 294 Washington Street Suite #401 Boston, Massachusetts 02108 617/482-1145 BY: Tl·h4 ¼t:R.. F~v.>V'l'<:;,1--< 177-/ THAYER REMONT-SMITH Choate Hall & Stewart Exchange Building 53 State Street Boston, Massachusetts 02109 617/227-5020 Under {{,[Ji?) CERTIFICATEOF SERVICE I, Alan Jay Rom, hereby certify that a copy of the aforegoing Plaintiffs' Opposition to Defendants' Motion for a Protective Order was served on the defendants by mailing a copy first class, postage prepaid, Thomas E. Sweeney, Esq., City Solicitor, Law Department, City Hall, 375 Merrimack Street, Lowell, Massachusetts 01852 this 24th day of November 1987. ALANJAY ROM to �• UNITEDSTATESDISTRICT COURT DOCKET DISTRICT OF MASSACHUSETTS HISPANIC PARENTSADVISORYCOUNCIL,ET AL.: . .• •. . . . . . . . Plaintiffs vs. GEORGEKOULAHERAS, ET AL. Defendants CIVIL ACTIONNO. 87-ct..9168-MA MOTIONFOR JOINT DECISIONREGARDING CASEASSIGNMENT PURSUANT TO LOCALRULE 8(d)(4) Pursuant District to Local Rule 8(d)(4) Court for the District in the interest assignment of judicial of the Rules of the United States of Massachusetts, plaintiffs economy, the Court determine of the above-captioned case. request that, the appropriate The grounds for this motion are as follows. 1. On or about 5 August 1987 plaintiffs case against that the Lowell Public the Lowell Public equal educational 2. opportunities to Lynn Hispanic indicated to students to the Clerk, that plaintiffs segregated of limited English as well the Civil believe that in Lynn HPACand two of the statutory the cases were not related proficiency. Cover Sheet, as Civil Action in Lowell HPACis also a party claims are similar. and assigned and deny Lowell HPACis related Advisory Council v. John H. Lawson, et al., No. 85-2475-K (Lynn HPAC). One of the parties that the above-captioned The case (Lowell HPAC) contends Schools are unconstitutionally The cover letttr per the rules, Schools. filed The Clerk decided Lowell HPACaccording to Local �3. Clerk's Plaintiffs office status The cases adjudicative issues facts to the legal are related English English guidance whether comparable the curriculum, Indeed, students students, 5. them. adjudications, Until which will leave counselors law, of law for are provided be present for curriculum, is required, and i.e., and the sufficiency be tested of in Lowell HPAC. Answer to the complaint, indicating that state issues resolved law is issues. Department are of Education programs however, there Likewise, and the regulations by the Court (MOE) will of the requirements is a risk the MOEand local of the Equal Educational et seq. made as to be developed under federal in Lynn HPAC, will bilingual such time, issues, decisions in Lynn HPAC, will in their of the same and similar affect requirments once the statewide having on issues in Lynn HPAC. The issue to be tried of federal as to what to do. requirements s.1703(f) present the bilingual districts will where guidance curriculum the Massachusetts school quandry already Presumably, definitively, enforce bilingual to resolve at a the Court makes in Lynn are required the federal the application adequate the as per Local Rule rulings affect clause present the Lowell HPACdefendants, challenge accordingly, the Court's the decision counselors proficient proficient and consulted and herein in Lowell HPAC. Other in Lowell HPAC. Similarly, all in that in Lowell HPAC, are already limited related was raised, and law in Lynn HPACwill requirements bilingual are instructions. the ESL "grandfather" whether for This issue in Lowell HPAC. For example, HPACconcerning tried the cases in Lynn HPACon 10 September and the Court's 4. that for gui~ance. conference 8(a)(4) believe Opportunities promulgated and of inconsistent school the interpretation inform districts in a of federal Act of 1974, 20 U.S.C. pursuant to Title VI of �the Civil Rights inconsistent Act of 1964, 34 C.F.R. adjudications. the time spent For example, Moreover, in resolving these s.100.1 et seq. in the interest issues the Court can coordinate are subject of judicial to economy, should not have to be duplicated. the use of statewide discovery from the Lynn HPACcase. 6. This is not to say that no differences. context The bilingual of a school plaintiffs issues desegregation heard some discussion be filed, the cases and they would be eager are identical or that there in Lowell HPACare presented case. Prior of the value to pursue are in the to the case being filed, of mediation should such discussions the case through counsel. WHEREFORE,plaintiffs Local Rule 8(d)(4), is and instruct decide respectfully move that what the most efficient this Court, assignment pursuant of Lowell HPAC the Clerk accordingly. Respectfully submitted, PLAINTIFFS BY: P06cR. l Ric<: (l~>~) ROGERL. RICE CAMILOPEREZ-BUSTILLO Multicultural Education Training Education Project, Inc. 7 Story Street Cambridge, MA. 02138 617/495-9261 BY: a?el~<-& ~ R0M to and ALANJA Lawyers' Committee for Civil Rights Under Law of the Boston Bar Ass'n 294 Washington Street Suite 401 Boston, MA. 02108 617/482-1145 �BY: TH1ly rn_ F'i?.<="-1...1. ~ SJ..-(,77-; (l~) ___ T_H_,_A_Y=E-R.:....;_FR_E_M_O_N=T---SM-ITc-H--..:...,,=. Choate, Hall & Stewart Exchange Place 53 State Street Boston, MA. 02109 617/227-5020 DATED:BOSTON, MASSACHUSETTS 11 SEPTEMBER 1987 CERTIFICATEOF SERVICE I, Alan Jay Rom, hereby certify For Joint Decision was served Regarding on defendants Lowell, Fillios Esq., Billings, Room 2019, Boston, a copy first City Solicitor, Merrimack Street, a copy of the aforegoing Case Assignment Pursuant by mailing Thomas E. Sweeney, Esq., that Massachusetts, Assistant Massachusetts, Attorney To Local Rule 8(d)(4) class, City Hall, postage prepaid, Law Department, 01852, and as a curtesy, General, 02108, this One Ashburton to 375 to Despena Place, 11th day of September, ALANJAY RbM Motion 1987. �LAWYERS' COMMITTEE FOR CML RIGHTS UNDER LAW OF THE BOSTON BAR ASSOCIATION 294WASHINGTONSTREET • BOSTON,,',,fASSACHUSETTS02I08 Steering Committee Hugh R. Jones, Jr., Chairman John Taylor Williams, Vice-Chairman John F. Adkins Edward J. Barshak G. d'Andelot Belin Arthur L. Berney Mark S. Brodin James K. Brown Judith Olans Brown Charles C. Cabot. Jr. Judith Nelson Dilday James S. Dittmar Joseph D. Feaster, Jr. Timothy F. Fidgeon Steven S. Fischman Thayer Fremont-Smith John B. French Nancy Gertner Geraldine S. Hines William P. Homans, Jr. Laurence M. Johnson Sco11 P. uwis Hans F. Loeser Joan A. Lukey James J. Marcellino Margaret H. Marshall Frank I. Michelman Cornelius J. Moynihan, Jr. Robert A. Murphy Rudolph F. Pierce John A. Pike Glendora M. Putnam John R. Regier Samuel S. Robinson Richard A. Soden Nicholas U. Sommerfeld Joseph D. Steinfield Daniel D. Sullivan Thomas V. Urmy Dianne Wilkerson 31 July • (617)482-114S 1987 Clerk, United States District Court District of Massachusetts John McCormack Post Office & Court House Boston, MA. 02109 Hispanic Parents Advisory George Kouleharas, et al. Council, Enclosed for filing please find the Complaint in the above-captioned matter accompanied with the Civil Cover Sheet and case information form, and a summons for each defendant, along with a check in the amount of $120.00 in payment of the filing fee. I would be grateful if you would issue return with our messenger. It should be noted that the above-captioned matter is related to Lynn Hispanic Parents Advisory Council, et al. v. John•H. Lawson, et al., Civil Action No. 85-2475-K. One of the parties in the above-captioned action is also a party in the Lynn Hispanic PAC, and two of the statutory claims are similar. . ....,,. Secretary Betty L. Williams to this matter. Sincerely, a~ap ____ .?a;- Staff Counsel Nadine M. Cohen Alan Jay Rom , the summonses for We have contacted the City of Lowell and the Clerk's office has indicated that it will accept service of process. Thank you very much for your attention Office Manager Karen T. Horner v. Dear Sir/Madam, Executive Director Barbara R. Arnwine Director, Project to Combat Racial Violence Robert P. Sherman et al. Alan Roger L. Rice, Esq. Camilo Perez-Bustillo, Thayer Fremont-Smith, Esq. Esq. 1Rom �• J's 44 CIVIL COVER SHEET (Rev. 07 /86) The JS-44 civil cover sheet and the inform1tion contained herein neithe,. reot,ce nor supplement the filing and su"vice of pleadings or other paoen as rrquired bv law. except as provided bv local rules of coun. Thit form, aoprovtd bv the Judicial Conference of the Unit~ States in Seote-mber 1974, is re<iuired for the use of the Clerk of Court for the purpose of initiating the civil docktt 1h•tt. (SEE INSTRUCTIONS ON THE REVERSE OF THE FORM.I DEFENDANTS George Kouleharas, Kathryn Stoklasa, Gerald Durkin, George O'Hare, David Allen, Regina Faticanti, Robert Kennedy, Lowell School Camri.ttee, Henry Mroz and City of Lowell I (a) PLAINTIFFS Hispanic Parents Advisory .mcil, Parents United in Education and Develo ment of Others, Luis C, Rafael L, Juan N, Pedro N., Wanda R, Angel S, Daisy S, Ramonita S, Nan~ S, Ana C, Dolores C, Jose C, Sokhorn C, Sopborn K, .brrousack P, Ron P, MaJ:qarita G, Migliza H, Iris L, Norma K, and Laurel O. (b) couNTY OF RESIDENCE OF FIRST LISTED PLAINTIFF Mi dd Jesex COUNTY OF RESIDENCE OF FIRST LISTED DEFENDANT _______ (IN U.S. PLAINTIFF CASES ONLY) NOTE: IN LANO CONDEMNATION CASES. USE THE LOCATION OF THE TRACT OF LANO INVOLVED (EXCEPT IN U.S. PLAINTIFF CASES) ATTORNEYS (IF KNOWN) (C) ATTORNEYS (FIRM NAME. ADDRESS. ANO TELEPHONE NUMBER) nt-Smith Roger L. Rice Alan Jay Ran Thayer Fr carnilo Perez-Bustilo Lawyer~ Qnte. Choate, Hal & Stewart METAPro1ect for Civil Rts 53 state s eet 7 Story Street 294 Washington Boston MA 2109 Cambrioge, MA 02138 BoSt0 n, MA02108 617/227-502 617 495-9261 617/454-8821 Ill. CITIZENSHIPOF PRINCIPALPARTIES tPI.ACE,.,.. 1NONE eox FOR PVJNTIFF ANO ONE BOX FOA OEFENOANn II. BASIS OF JURISDICTION (Pl.ACE~ ,. IN ONE eoxONI.Y) xJ 3 Federal Question 0 1 U.S. Government 0 Law Department City of Lowell 375 Merrimack Street Lowell, MA01852 617/482-1145 (For Diversity Cases Only) Citizen of TIiis State PTF DEF o1 o1 Citizen of Another State O2 0 2 Citizen or Subject of a Foreign Country 03 03 (U.S. Government Not a Party) Plaintiff (Indicate Citizenship of Parties in Item Ill) Defendant PTF DEF 04 04 Incorporated or Principal Place of Business in This State Incorporated and Principal Place of Business in Another State Foreign Nation O 4 Diversity 2 U.S. Government _ 05 05 06 06 IV.CAUSE OF ACTION (CITE T><EU.S.CIVlt.STATUTE UNOER WHIC><VOUAAE F1UNGANOWRITEA8"1EFSTATEMENTOFCAUSE. OONOTCITEJIJRISOICTIONM.STATUTESUNt.ESSOIVERSITY.)School Desegregation and Rights of Linguistic Minority Students · r-· ~ell PUblic Schools/Fourteenth Amendment, 20 U .S .C. §1703 (f) and regulations pranulgated ( _ xsuant to Title VI of Civil Rights Act of 1964, 42 U.S.C. §2000d et seq., 34 C.F.R. §100.l et V. NATUREOF SUIT (PLACE AN X IN ONE BOX ONLY} 0 110 Insurance 0 120 MaMe 0 130 0 140 0 150 0 315 Mille( Ad NegoDaDle lnslt\ll"t'Mtnl Ua01.,ry 0 320 Aeco.... ery ol 0,e,oaymen1 & Enl0tcemen1 ot S&anCIM S1uoet11Loans (E:scl. Veterans> ReooYery ot ~ltfoayment ot Ve1enin s 8e-neM.s S1oekll0i0e<s' Suits Olner Con1rac:1 Con11aC1Proooet LJa01kry 0 160 0 190 0 195 Fede<aJEmpj(>yers· 0 340 M&Me 0 345 Manne PrOduct Uabllllty 0 350 Molor ven,cte D 355 MotO< Vef'ucle CJ360 Otne< Personal ln1ury PrOO\M:1 UabtUy 0 371 0 210 land Conc:1emnauon CIVILRIGHTS 0 441 Voong 0 220 Fo,oclosure 0 230 0 Aen1 LOase & Ejeamen1 442 0 385 0 51 0 0 530 1 Original Proceeding Habeas Cotovs w .. .,. 1s1 PROPERTY RIGHTS 0 830 0 840 LABOR Fa,, l.aDOf StanClarCls 0 Corruoc Ot93/'11zanons Pa1en1 Traaem.,. G 810 0 850 SOCIALSECURITY 861 HIA (1395ft) 862 81aek lung (9231 863 OIWC (405tgl) 863 OIWW (40S(gl) 864 SSIO nu. XVI 865 RSI (<OSlgl) FEDERAL TAXSUITS Ac, o 120 u00<1Mg,,.. 0 0 Aelat,ons 0 0 730 LaOor/Mgmt. R_,,,ng & Oiscbsure Act Ra,lway Labo< 0 Ac, 0 870 Taxes (U.S. Plamul'I o, OelencJanl) 0 871 IRS- n,;,a Pa,ty 26 use 76lJ9 0 740 o 190 °"'"' 0 791 Emc,I. Rot Inc. 0 Labo< l,.it19a1,on S«:unty AC, Anuuust 0 430 San•s and Saniung D 450 Commerce/ICC t411es1e1C. C 460 Oeoonaoon 0 470 Racketeer lnlkJenceCI ano O,,,e, CMI A")hlS D 875 0 0 2 Removed from State Court COMPLAINT: CHECK IF THIS IS A l8l UNDER F.R.C.P.23 VIII. RELATEDCASE(S) IF ANY (See instructions): /-:) DATE 1987 UNITED STATES DISTRICT COURT ld/tf O 4 Reinstated or Reopened DEMAND$ CLASS ACTION Lynn Hispanic Advisory Council, ;::..L:.:~.:.:.:=~J~U~O~G~E;....:.;,.K~e-e=f~o_~nc-"'------=---0~0 SIGNATURE OF ATTORNEY OF RECORD 4 ~~ Transferred lrom O 5 another district (specify) Secun1tes/Commoe1111n/ Excnange Cu.stome< Chal'9t'\ge Ac, 0 893 0 894 0 895 Etiwonmental Matters Energy Alloeanon Act Fr...aom of lnlo,mauon Act Apoealol Fee Oe1erm1na1 unoer E<1ua.lAccess to Ju.soce 950 Constuutionllty ot S1a1eSra1u1es 890 Otnet Statutory Actions 0 900 0 0 3 Remanded from Appellate Court Solec,r;e Se,,nce 12 use 3410 0 891 AgncunutalAC'.s 0 892 EconolT'IIC Sta01hzatton (PLACE AN x IN ONE BOX ONLY) VII. REQUESTED IN 31 July Motions to Vacate 0 540 Mandamus & Other o 550 o,;, Rignts VI. ORIGIN ~ .01'0C1UC1 LJablllty Se<,1enc<1 Accommoclabons :2J440 Pn,oe"'I Damage C 410 o 920 eooyngnts °"'"' PRISONER P£TmONS Hou~ng/ o 444 0 690 0 710 Proo,erty Oamage Emp6oyment 0 443 D 240 T0t1s 10 Land 0 245 Tott Product LJabli.ty 0 290 Al Othet Aeal Proe>eny Trultl in lending 0 380 01h11<Pe<oonaJ ProouaLJa01•rv 28 use Stott Aeaopornonmen1 0 422 -··· 28 USC 158 0 423 Wi1hdrawal Satety/HeaJtr'I Pl:RSONAL PROPERTY 0 370 ()Iner F,aua lnty,y REALPROPERTY 0 400 0 610 Aq,,cuNure 0 620 Fooo & Drug MOd MaloracbC8 0630 UQuo<Lawa 0 365 Personal tr,u,v0 640 R.R. & Trud< Proctua U~ty 650 """"• Reqo ' D 368 Asbe-stos PGf'SOnal 0 0 660 Oc:c:upatoonat l.Jablllty D 152 A&coveryol Defaulted 0 153 Assault. Libel & 0 330 Juogmen1 MIM)care Act 0 151 Alrolant PrOdUct "™ER STATUTES BANKRUPTCY FORA:lTURE/1'1:NALTY TORTS Pl:RSONAL INJURY 1'1:RSONAL INJURY 0 310 A,ll)lane 0 362 P.....,,,.1 Injury- CONTRACT in O 6 Mullidistrict Litigation Appeal to Oistnct 0 7 Judge from Magistrate Judgment Check YES only ii demanded in complaint: JURY DEMAND: et 7 7 al. 0 YES (XNO v. John H. Lawson, C K-E--::TNUMBER1_8Q...i$c,2~4:u./~$!...------ et �• UNITED STATES DISTRICT COURT DISTRICT OF MASSACHUSETTS TITLE OF CASE (name of first party on each side Council, et al. v. George Kouleharas, et al. 2. Hispanic Parents Advisory CATEGORY IN WHICH THE CASE BELONGS, BASED UPON THE NUMBEREDNATURE OF SUIT LISTED IN THE CIVIL COVER SHEET: (SEE LOCAL RULE 8(a)) ·440 I. 160, 410, R.23, 44Q II. 195, 710, 840, 368, 720, 850, 400, 730, 890, 440, 441-444, 540, 550, 740, 790, 791, 820·, 830, 892-894") 895, 950. III. 110, 240, 345, 380, 120, 245, 350, 385, 130, 290, 355, 450, 140, 310, 360, 891. 151, 315, 362, 190, 320, 365, 210, 330, 370, 230, 340, 371, IV. 220, 620, 870, 422, 630, 871, 423, 640, 875, 430, 650, 900. 460, 660, 510, 690, 530, 810, 610, 861-865, V. 150, 152, 153. --- 3. only) regardless of nature TITLE AND NUMBER, IF ANY, OF RELATED CASES (see Lynn Hispanic Parents Advisory Council, et al. of suit. Local Rule 8(d) v. John H. Lawson, et al. No. 85-2475-K ( HAS A PRIOR ACTION BETWEEN THE SAME PARTIES AND BASED ON THE SAME CLAIM EVER BEEN FILED IN THIS COURT? No --.c....='------------------------------ 5. DOES THE COMPLAINT IN THIS CASE QUESTION THE CONSTITUTIONALITY OF AN ACT OF CONGRESS, AFFECTING THE PUBLIC INTEREST? No IF SO, IS THE US OR AN OFFICER, AGENT OF EMPLOYEE 0~ THE US A PARTY? --------(see 28 USC 2403) --------------------------- 6. IS THIS CASE REQUIRED TO BE HEARD AND DETERMINED BY A DISTRICT COURT OF THREE JUDGES PURSUANT TO TITLE 28 USC 2284? No --------------------------- 7. DO ALL PARTIES IN THIS ACTION RESIDE IN THE WESTERN SECTION OF THE DISTRICT OF MASSACHUSETTS IN THE COUNTIES OF: No Berkshire, 8. Hampden, and Hampshire DO THE ONLY PARTIES IN MASSACHUSETTSRESIDE IN THE WESTERN SECTION? YES --- 9. Franklin, NO No IF ANY OF THE PARTIES ARE THE US, THE COMMONWEALTH OF MASS, OR ANY GOVERNMENTAL AGENCY OF EITHER THE US OR THE COMMONWEALTH, DO ALL OTHER PARTIES RESIDE IN THE WESTERN SECTION OF THE DISTRICT __ N_o'----------------------------Roger L. Rice Alan Jay Ran Thayer Frerront-Smith ( Please Print) Camilo Perez-Bustilo Lawyers Carmittee for Choate, Hall & Stew-art ( orney' s Name META Project Cjv, J Bi gbts Under r.aw 53 State Street, Exchange Bldg. 7 Story Street of the Boston Bar Assoc. 32nd Floor Address _____ C=amb==r=id=g~e-=.!..,~MA=-=-=-0_21_3~8 ____ 2~9~4_Wua~s~b~i~·u~g~t~a~uu.....,S~t~rwe~e~t1-_-=Bo=s~t~o=n~,_MA=-='-"-0=2=10 ___ _ Boston, MA 02108 Telephone No._~6=1~7/~4~9~5~-~9~2~6~1 ____ __::6~1~7~/_4~8~2~-~1=1~4~5 _____ .....=61~7~/_2_2_7-_5~0~2=0 ____ _ �UNITED STATES DISTRICT COUR'* DISTRICT OF MASSACHUSETTS1IIIIJ • • DOCK£ IE CIVIL ACTION NO. 81-l9fa8-IJ1A SCHEDULINGORDER MAZZONE, D.J. This Order is intended and presentation of cases, position of cases, either The above entitled hereby ORDERED pursuant primarily to aid and thereby insuring the by settlement or trial. action having been filed to Rule 16 of the Federal assist counsel in effective, speedy the and preparation fair dis- ony,~l.o!'lr,a'.'.L!l~~L~~L.LILL• Rules it that: (1) additional parties may be joined amended within thirty (30) days (2) all dispositive motions, except motions for summary judgment, are to be filed within thirty (30) days of the date of this Order and responses are to be filed fourteen (14) days thereafter pursuant to Local Rule 17; (3) motions for summary judgment are to be filed within twenty (20) days after completion of the necessary discovery, responses are to be filed within fourteen (14) days thereafter pursuant to Local Rule 17 and all filings must conform to the requirements of Local Rule 18; (4) discovery is to be completed within six (6) months from the date of this Order or from the date of the Court's decision on dispositive motions, unless shortened or enlarged by Order of this Court. is and the pleadings may be of the date of this Order; Additional time will be granted for good cause shown. Requests shall be in writing and shall contain the reasons for the request, a summary of the discovery which remains to be taken, and a date certain when the requesting party will complete the additional discovery, join other parties, amend the pleadings or file motions. The Court may then enter a final scheduling order, if necessary. Counsel are encouraged to seek an early resolution of this matter and may request that an early conference be schedul~d if the Court can be of assistance resolving preliminary issues or in settlement. A pre-trial conference will be scheduled following the date for completion of discovery or at an earlier date upon the request of counsel. Date Deputy (Rev. 1/6/87) Clerk in �_... ::,- :;:::,,, -- J ~ ~li ~~ UNITEDSTATESDISTRICTCOURT DISTRICTOF MASSACHUSETTS C· . . vs. GEORGE KOULEHARAS, et als, ) Defendants ) ) ) ) ) ) : ~''' ....' ii a·, ;I.'.>'> ' ~;;.J -l HISPANICPARENTS ADVISORY COUNCIL,by Ana Ocasio, et als, Plaintiffs ..-:, ...... ,, n, (/)-,, c:r> (D er, ( - ,- C") Tl ( ::r.. c:: -i -iO = r--,., (fJ ;-;-, • I ,·. -· -·,..... ~ ~ ' ' I '"l"i - ~ c::: --.: DOCKE ED CIVIL ACTION NO. 87-1968-MA ANSWER TO COMPLAINT ) The Defendants deny the allegations of the Plaintiffs' Complaint. contained in paragraphs l through 27 The Defendants admit the allegations of the Plaintiffs' Complaint. contained in Paragraphs 28 through 31 The Defendants lack sufficient knowledge or information to either admit or deny the allegations contained in Paragraphs 32 and 33 of the Plaintiffs' Complaint. The Defendants deny the allegations Plaintiffs' Complaint. contained in paragraph 34 of the The Defendants lack sufficient knowledge or information to either admit or deny the allegations contained in Paragraphs 35 and 36 of the Plaintiffs' Complaint. The Defendants deny the allegations of the Plaintiffs' Complaint. contained in paragraphs 37 through 57 The Defendants allege and re-allege fully set forth herein. paragraphs l through 56, supra, as if The Defendants deny the allegations Plaintiffs' Complaint. The Defendants allege and re-allege fully set forth herein. The Defendants deny the allegations Plaintiffs' Complaint. .-....- contained in paragraph 59 of the paragraphs l through 57 supra, as if contained in paragraph 61 of the :t,; �AFFIRMATIVE DEFENSES 1. The Complaint fails to state a claim against defendants upon which relief can be granted. 2. There is an adequate state remedy which the Plaintiff is compelled to pursue. 3. There is not a controversy at this time oecause all of the alleged complaints of the Plaintiffs have been addressed and resolved by the defendants with a proposed plan which has been submitted to and approved by the Massachusetts Department of Education. 4. Plaintiff Hispanic Parents Advisory Council lacks capacity to sue. 5. Plaintiff Parents United in Education and the Development of Others, Inc., lacks capacity to sue. Wherefore defendants respectfully pray through this court, l. Deny jurisdiction of this action. 2. Declare that this action may not be maintained as a class action. 3. Issue a declaratory judgment declaring that the acts, practices, and for policies of defendants did not constitute violation of the 14th amendmentof the Constitution of the United States, the Equal Educational Opportunities Act of 1974. 20 S.S.C. Section 1703 (f), and the regulations promulgated pursuant to Title VI of the Civil Rights Act of 1964, 42 U.S.C. Section 2000d et seq., 34 C.F.R. Section 100.1, et seq. 4. 5. 6. Deny any and all Award Defendant's Grant such other just, necessary preliminary and permanent injunctions. their costs. and further relief as this Court may deem and proper. GEORGE KOULEHARAS, ET ALS By their attorney: 7 omas E. Sweeney City Solicitor City Hall, Law Dept. 375 Merrimack Street Lowell, MA01852 Tel. 617-454-8821, Ext. 264 �CERTIFICATE OF SERVICE I, Thomas E. Sweeney, City Solicitor, hereby certify that on this date, August 24, 1987, I mailed a copy of the foregoing Document , postage prepaid, to Thayer Fremont-Smith Choate, Hall & Stewart, 53 State Street, Exchange Building, Boston, Ma. 02109, Tel. 617-227-5020 omas E. Sweeney City Solicitor �• '\ • ' ..- UNITEDSTATESDISTRICT COURT DISTRICT OF MASSACHUSETTS HISPANIC PARENTSADVISORYCOUNCIL,by Ana Ocasio, President, PARENTSUNITEDIN EDUCATION ANDTHE DEVELOPMENT OF OTHERS, INC.(PUEDO), by Alex Huertas, President, Eastern Region, LUIS C, RAFAELL, JUAN N, PEDRON, WANDA R, ANGELS, DAISY S, RAMONITA S, ANDNANCYS, ANAC.,DOLORESC. JOSE C., SOKHORN C., SOPORNK., RONP., ANOUSACK P., MARGARITA G., MIGLIZAH., IRIS: L., NORMA K., and LAURELO., minors, by their parents as next of friend. Plaintiffs vs. GEORGEKOULEHARkS, KATHRYN STOKLOSA,and GERALDDURKIN, individually and in their official capacity as members of the Lowell School Committee, GEORGEO'HARE DAVIDALLEN, REGINAFATICANTI, and ROBERT KENNEDY,in their official capacity as members of the Lowell School Committee; the LOWELLSCHOOLCOMMITTEE; HENRYMROZ, in his official capacity as Superintendent of the Lowell Public Schools; and the CITY OF LOWELL. Defendants -1 .• .• . . . . •. .• .• •. •. •• . . .• .• •. •• •. . .• •• . . • •. . . - ,. ' •• ' If CIVIL ACTIONNO. 87-]968-M COMPLAINT I. INTRODUCTION 1. This action Public by plaintiffs Schools a) are unconstitutionally educational in violation States, is brought opportunities to students of the Fourteenth the regulations who contend that segregated of limited and b) deny equal English proficiency, Amendment to the Constitution promulgated pursuant to Title the Lowell of the United VI of the Civil AUG5 1981. Rights �2 ' Act of 1964, 42 U.S.C. C.F.R. Section 100.1, of 1974, 20 U.S.C. II. et seq., Section Plaintiffs' 1983 to redress (hereinafter, and the Equal Educational 1703(f) Title VI), Opportunities 34 Act et.seq. cause of action injuries law, of rights of the United a result 2000d, et seq., JURISDICTION ANDVENUE 2. state Section suffered secured States, Section under Title Sections U.S.C. Section relief is brought F.R.Civ.P. 1703(f) by the Fourteenth et seq. VI). This court 139l(b). pursuant injuries Opportunities have a private has jurisdiction This court Plaintiffs' under color prayer to 28 U.S.C. of Amendment to the Constitution 1708 to redress Plaintiffs 1331 and 1343(3). under 42 U.S.C. Section the deprevation, of the Equal Educational VI. (Title U.S.C. through and under Section of violations 20 U.S.C. is brought suffered Act of 1974, right has venue pursuant Sections of action pursuant for declaratory as to 28 to 28 and injunctive 2201 and 2202 and 57 and 65. III. PARTIES A. Plaintiffs 3. Plaintiff Hispanic PAC) is an unincorporated of parents bilingual behalf of children education of its association enrolled program. members' interest effective language interests of the Hispanic defendants' Parents Advisory in the Lowell Public The Hispanic in securing PAC and its failure (hereinafter Hispanic whose membership is composed primarily programming and related continuing Council Schools' PAC sues in its access own right, to appropriate educational such services and on and services. members have been injured to provide Spanish The by in a desegregated �3 and unitary school Constitution issued 1983. Inc. pursuant Ana Ocasio 4. Plaintiff linguistic minority representatives programs consists of parents public objectives and those defendants' failures services students of linguistic schools. of its educational 1986, and was placed He was first of federally opportunities for (hereinafter PACs) to local Lowell. PUEDO's membership children in need of services interests, members have been injured appropriate children goals, as a result and effective in Lowell. in and of educational Alex Huertas is the Region of PUEDO. by his parent when last and is entitled setting. PAC. non-profit, PUEDO's organizational minority programming from properly 1986. including minority to provide and the Commonwealth, and is composed of Councils cities, 100.1 et seq. educational enrolled and next of friend, in Lowell's program at the YMCA. LUIS C. is limited proficiency Section EEOA), and the Development to improving Advisory 5. LUIS C., a minor, bilingual (hereinafter of the Hispanic in Education throughout in several of the eastern second grade student 1703(f) VI, 34 C.F.R. Amendment to the of the Equal Educational PUEDO), is a Massachusetts dedicated to linguistic President United from Parent bilingual Section is the President (hereinafter, corporation of the Fourteenth and in violation to Title Parents tax-exempt Massachusetts States, Act of 1974, 20 U.S.C. regulations Others, in violation of the United Opportunities Section system, to appropriate trained He enrolled in a Spanish placed December 1986, and thereafter staff segregated in an equitable in the Lowell Public language language and integrated Schools on 26 August program on or about 10 September at the Green School from 10 September was placed was a Spanish in his English and effective bilingual Aida L., at the segregated until 12 Boys Club from 15 �4 December 1986 until 27 February 1987. Thereafter, and beginning 1987, LUIS C. was placed at the segregated next of friend, LUIS C. sues on his own behalf, representative segregated Aida L., of a class and/or programs of minority denied in the Lowell Public 6. RAFAELL., was a third segregated grade Spanish Lowell Public Schools the segregated by his parent bilingual language proficiency setting. of minority appropriate children and effective to appropriate trained staff in the On or about to 2 Through his parent education in and effective in an equitable and and next of friend, and as a representative who have been unlawfully bilingual enrolled to the YMCA. RAFAELL. is limited Elena M., RAFAELL. sues on his own behalf, class Schools' very day assigned program at the Boys Club. and is entitled educational Elena M., in the Lowell Public 1987 and was on that programming from properly desegregated educational of friend, program at the YMCA. He first March 1987, RAFAELL. was transferred his English bilingual and next enrolled on 5 January Spanish and as a who have been unlawfully and effective when last bilingual and Schools. a minor, student YMCA. Through his parent children appropriate on 2 March segregated programs of a and/or denied in the Lowell Public Schools. 7. JUAN N., a minor,by third grade student segregated Spanish the Lowell Public bilingual education when last bilingual Schools proficiency and next of friend, enrolled in the Lowell Public Ana R., was a Schools program at the YMCA. Juan N. first on 28 January on 3 February March 1987 he was transferred English his parent 1987 and was placed 1987 at the Rogers School. to appropriate in in the Spanish On or about to the YMCA. JUAN N. is limited and is entitled enrolled and effective in his language 2 �5 programming from properly educational setting. bilingual education 8. PEDRON., a minor, grade student segregated enrolled Spanish until and next bilingual enrolled Spanish bilingual he was transferred and/or proficiency educational N. sues on his on 3 February Spanish bilingual education 9. a fifth grade student enrolled Spanish Spanish on or about proficiency and/or education Schools 2 March 1987. programming from properly in denied in his language and desegregated Ada R., of a class appropriate PEDRO of children and effective Schools. and next of friend, in the Lowell Public Elena M., was Schools program in the YMCA. WANDA R. first on 5 January 1987 and was assigned to program at the Boys Club where she remained WANDA R. is limited to appropriate trained education and next of friend, enrolled bilingual and is entitled Schools and effective in an equitable by her parent when last bilingual Ada R., was a PEDRON. is limited in the Lowell Public in the Lowell Public the segregated until segregated programs Schools. bilingual and as a representative WANDA R., a minor, segregated staff Through his parent who_have been unlawfully and 1987 and was placed to appropriate trained own behalf, appropriate program at the Boys Club, where he remained and is entitled setting. denied program at the YMCA. PEDRON. first to the segregated programming from properly of minority and next of friend, program at the YMCAon or about 2 March 1987. English Ana R., JUAN N. in the Lowell Public education Schools of friend, in the Lowell Public by his parent when last and desegregated of a class segregated programs in the Lowell Public the segregated in an equitable and as a representative who have been unlawfully effective fifth staff Through his parent sues on his own behalf, children trained staff in her English and effective in an equitable language and desegregated �6 educational setting. Through her parent R. sues on her own behalf, children and as a who have been unlawfully effective bilingual 10. a sixth education grade student segregated Spanish enrolled bilingual segregated Spanish bilingual 2 March 1987. entitled trained staff his parent segregated programs 11. enrolled of a class denied DAISY S., a minor, as an eighth of the school School on or about Thereafter, 1987. appropriate of minority she was transferred and effective Schools He attended in the 29 February program at the YMCAon or proficiency and is programming from properly educational setting. Through children and effective and who have been unlawfully bilingual education Schools. by her parent Rico, 20 January DAISY S. is limited language and next of friend, and last Robinson School. year in Puerto Ada R., was Ada R., ANGELS. sues on his own behalf, grade student program at the overcrowded Schools. 1987, and was placed 1987. in his English appropriate in the Lowell Public and program at the YMCA. ANGELS. first and desegregated and next of friend, and/or appropriate in the Lowell Public on 27 January and effective of minority and next of friend, to the segregated in an equitable as a representative denied program at the Boys Club until He is limited to appropriate of a class and/or program on or about 9 February 1987, when he was transferred about Schools Elena M., WANDA in the Lowell Public enrolled education in the Lowell Public the bilingual segregated by his parent when last of friend, representative programs ANGELS., a minor, and next attended After the Spanish spending DAISY S. was enrolled 1987 and remained there Ada R., was bilingual the first in the Rogers until 17 March 1987. to the Robinson School on or about in her English language proficiency part and is entitled programming from properly trained 23 March to staff �7 in an equitable and next and desegregated of friend, representative segregated of a class denied 12. RAMONITA S., appropriate She is limited effective and effective by her parent bilingual and placed proficiency setting. denied of minority appropriate children Spanish bilingual and is entitled trained staff Through her parent bilingual programs program. to appropriate and in an equitable and next of and as a representative who have been unlawfully and effective Ada R., at the Rogers School Ada R., RAMONITA S. sues on her own behalf, of a class education and next of friend, programming from properly educational and as a who have been unlawfully in the overcrowded in her English language children grade student placement and desegregated Through her parent, Schools. a minor, as an eighth while she awaited friend, of minority in the Lowell Public was enrolled setting. Ada R., she sues on her own behalf, and/or programs educational segregated and/or in the Lowell Public Schools. 13. enrolled NANCYS., as a first bilingual segregated February 1987. bilingual is limited Thereafter, language in the Lowell Public Schools 28 January education Ada R., was segregated enrolled 1987 and was placed in the in the program at the Boys Club until she was transferred to the segregated program at the YMCAon or about 2 March 1987. in her English and desegregated friend, on or about bilingual education and next of friend, program at the YMCA. NANCYS. first Schools Spanish by her parent grade student education Lowell Public effective a minor, proficiency and is entitled programming from properly educational setting. trained Through her parent Ada R., NANCYS. sues on her own behalf, Spanish NANCYS. to appropriate staff 27 and in an equitable and next of and as a representative of �8 a class of minority denied appropriate Public Schools. 14. eighteen children and effective ANAC., a minor, Lowell Public in Lowell during until the school language year. deficits enviornment of Lowell's inadequate Chapter I programs, and has been denied an equitable friend, class needs, which have not yet been fully product and desegregated bilingual, special appropriate, enviornment. appropriate children and effective evaluations services, (at education Rico and as early she was not the Cotting School) experience action resulting in harmful remedied. ANAC. is a education, vocational, effective services and in and next of segregated programs in as to her and as a representative who have been unlawfully bilingual from the Through her parent Ana O., ANAC. sues on her own behalf, of minority at the Cotting her educational to take appropriate education Ana O., is an both in Puerto clinical education and/or in the Lowell placement schooling Throughout and special programs enrolled education Despite educational system failed development educational who was last her need for special an appropriate segregated and next of friend, to a special career. the 1986-1987 school Lowell, education She has received her school as 1980 indicating into student pursuant Schools. bilingual by her parent year old high school School in Lexington placed who have been unlawfully of a and/or denied in the Lowell Public Schools. 15. a fifteen Cotting DOLORESC. a minor, her parent year old junior high school School in Lexington pursuant the Lowell Public Lowell's by failure Schools. student who was last to a special DOLORESC.'s to appropriately and next of friend, learning take into account education Ana O., is enrolled at the placement has been impaired her linguistic from by �9 development and special experiences in both Puerto educational needs appropriate programming until Lexington during incurred programming in the past and next segregated programs year old junior the Lowell Public bilingual Schools. and standard schools curriculum program was not offered inappropriate needs have not been fully next of friend, representative segregated appropriate programs Rico. and/or denied appropriate who have bilingual in the past, placement from and has attended March, 1982, it has small group instruction needs, but such the 1986-1987 school harm resulting linguistic and special or compensated. children at the in both the Lowell Since at least until Ana O., is a enrolled education and linguistic of minority remedied. and effective who was last plan include of JOSE C.'S her with children year. educational and as a who have been unlawfully and effective bilingual The from Lowell's Through his parent Ana O., JOSE C. sues on his own behalf, of a class deficits and next of friend, and psychological remedied School in Schools. to a special education deficits treatment of minority student his educational educational DOLORESC. with to provide He has been enrolled to his special educational denied pursuant appropriate serious failure of her Ana O., DOLORESC. sues on her own by his parent in both Lowell and Puerto been recommended that to provide The educational of a class high school School in Lexington evaluations have not yet been fully in the Lowell Public 16. JOSE C., a minor, Cotting year. of friend, and/or full at the Cotting of Lowell's and as a representative fourteen Despite her placement the 1986-1987 school been unlawfully and her dual educational in 1980 and 1983, Lowell failed Through her parent education needs, Rico and Lowell. by DOLORESC. because appropriate behalf, education education and �10 programs in the Lowell Public 17. SOKHORN C., a minor, is a Cambodian kindergarten segregated Public bilingual Schools 7 October programs 18. bilingual evaluated first assigned educational in a desegregated and next of friend, representative of a class appropriate and effective bilingual Schools. and next of friend, Priang in Lowell's Boys Club. He first enrolled 1986 and, despite programming, and later States. educational in the in the standard at the Bartlett Boys Club's School, bilingual and only SOPORNK. is limited to appropriate and effective enviornment. in his programming Through his parent K., SOPORNK. sues on his own behalf, children K., of having been was placed to the segregated of minority both. who have enrolled and is entitled Priang been denied who was last in the United and equitable in a children 13 November 1986. These were his first experiences proficiency of minority by his parent at the Green School, program on or about English denied student and Rouen C., SOKHORN C. sues on his own of a class on 2 September he was finally proficiency far as in need of bilingual curriculum, until Schools in his English He has thus and/or the Lowell has been at the enviornment. program at the segregated Lowell Public life services SOPORNK., a minor, grade in his educational in the Lowell Public is a Cambodian first entered in the Boys Club on or about experience and next of friend, segregated He first Rouen C., in Lowell's and effective and as a representative been unlawfully of friend, enrolled 1986 and was placed SOKHORN C. is limited and equitable Through his parent education who was last The only educational to appropriate desegregated and next program at the Boys Club. Boys Club. is entitled by his parent student on 2 October 1986. segregated behalf, Schools. and as a who have been unlawfully �11 segregated programs and/or denied appropriate in the Lowell Public 19. RONP., a minor, Cambodian kindergarten student about on 29 September 1 October the standard the segregated program. and is entitled and next of friend, programs of a class and/or denied appropriate in the Lowell Public 20. ANOUSACK P., programming, in her English and effective enviornment. educational Through her parent children and effective bilingual a minor, by his parent and next of friend, because of a severe of this background with physical, camp in Thailand in his life. of a full in February, physical in the Boston Public schooling and also speech, unserved in a refugee than two years of formal Memorial Hospital entirely services ANOUSACK P. lived the only years education Schools. intensive to his less and as a who have been unlawfully in need of linguistically prior to These have been the only student handicap. in she was transferred is a twelve year old Laotian education on or she was placed RONP. sues on her own behalf, of minority segregated evaluated RONP. is limited and equitable is a the Lowell Public she was initially to appropriate Phon P., entered 1986. Phon P., in Lowell's School until of her life. in a desegregated segregated Although Boys Club on 22 October proficiency representative She first at the Bartlett experiences services enrolled 1986 as in need of bilingual educational education and next of friend, who was last 1986. curriculum bilingual Schools. by her parent Boys Club in the bilingual Schools and effective evaluation appropriate and mental for five Schools, by the Lowell Public therapy. Schools years which were Defendants were fully conducted at Kennedy 1987, which recommended that and occupational Sisou P., he be provided Nonetheless, after aware his arrival he was in Lowell �12 in April, 1987. Instead which he was entitled, of providing ANOUSACK P. was assigned Boys Club, where no such services the needed services year. will and effective equitable environment. educational Through his parent ANOUSACK P. sues on his own behalf, minority children appropriate and effective in a desegregated segregated education and a class and/or programs to Sisou P., and as a representativeof bilingual that and entitled and next of friend, who have been unlawfully segregated in the 1987-1988 school proficiency, services to There is no evidence by defendants in his English services to the illegally were available. be provided ANOUSACK P. is limited appropriate him with the necessary of denied in the Lowell Public Schools. 21. MARGARITA G., a minor, G., was a third Schools' Public segregated Schools program until that grade student by her parent when last bilingual 15 December 1986, even though Lowell school proficiency was limited. December 1986 until 27 February facilities and is entitled friend, segregated and equitable 1987, before and effective enviornment. denied of minority appropriate in a bilingual officials knew being transferred language to the she remained English and next of and as a who have been unlawfully and effective bilingual until proficiency programming in a Through her parent children placed Boys Club from 15 G., MARGARITA G. sues on her own behalf, of a class and/or at the segregated MARGARITA G. is of limited to appropriate Margarita representative year. the Lowell MARGARITA G. was initially at the YMCAon 2 March 1987, where the end of the school Margarita in the Lowell Public 1986 but what was not placed at the C.W. Morey School and later desegregated enrolled program in the YMCA. She entered on 4 September her English segregated and next of friend, education �13 programs in the Lowell Public Schools. 22. MIGLIZA H., a minor, was a fourth bilingual grade in the Lowell Public to four different year, parents, schools were ignored out at age 10 without limited in her English effective language enviornment. of linguistically school education programs grade student the Pawtucketville a bilingual staff to encouraging intervention. education denied assigned Memorial School in the Lowell Public in the Lowell Public different schools; then to the portable first classroom and counseling of minority Schools who have and effective and next of friend, on 16 January Schools, outside services. children bilingual English Ana O., was a classroom in the 1986-1987 school the Colburn educational and found to be in need to a portable program as she is of limited enrolling and equitable and Schools. by her parent when last MIGLIZA H. is to appropriate appropriate in the Lowell Public a minor, her to drop Alex H., MIGLIZA H. sues on her own of a class and/or from her members at the evaluated, and next of friend, segregated 23. IRIS L., enrolled concealed and is entitled special and as a representative been unlawfully school been referred, appropriate Through her parent behalf, absences, programming in a desegregated She has also Since she first During the 1986-1987 which could lead proficiency Schools' in 1982, MIGLIZA H. has been assigned and excessive affirmative Alex H., in the Lowell Public the system. by appropriate of friend, Memorial School. Schools Memorial School, and next enrolled throughout her repeated Pawtucketville third when last program at the Pawtucketville enrolled school student by her parent unit year. She first 1986 and was assigned proficiency. then to the Lincoln of Pawtucketville to Since IRIS L. has been assigned School, outside to three School, and �14 Memorial School. to appropriate equitable IRIS L. is of limited and effective educational English language enviornment. children appropriate and effective Through her parent segregated education and and next of friend, and as a representative who have been unlawfully bilingual and is entitled programming in a desegregated Ana O., IRIS L. sues on her own behalf, of minority proficiency programs of a class and/or denied in the Lowell Public Schools. 24. NORMA K., a minor, was a fifth bilingual grade student by her parent when last program at Pawtucketville Lowell Public bilingual Schools proficiency 16 October and is entitled and as a representative unlawfully segregated education programs 25. was a third bilingual grade 1986. student outset of her Lowell Public needed bilingual pupil unannounced transportation cancellations in the in a English language setting. Through Schools' children and effective bilingual and next of friend, Anita O., in the Lowell Public She first enrolled from Sevilla, educational system for bilingual Schools' in the Lowell Colombia. experience, has been impeded by pervasive in scheduling. who have been Schools. enrolled 1987, arriving services educational appropriate program at the Varnum School. in April, and effective by her parent when last Schools She was enrolled NORMA K. is of limited of minority in the Lowell Public Public Lowell's denied LAURELO., a minor, Schools' Armando K., NORMA K. sues on her own behalf, of a class and/or Armando K., 1986, but was not placed and equitable and next of friend, in Lowell Public Memorial School. to appropriate programming in a desegregated her parent enrolled on 25 September program until and next of friend, From the her access inadequacies services, LAUREL0. is limited such as in her in to �15 English proficiency and is entitled programming in a desegregated her parent unlawfully education segregated programs B. Class 26. 23(a) and equitable and next of friend, and as a representative to appropriate and/or of minority denied sue on their on behalf Public who have been and effective bilingual and, pursuant to F.R.Civ. Schools. students Schools who are or will minority educational appropriate who are or will opportunities language 1703(f), through Opportunities and be denied the lack Rights Section 2000d, 34 C.F.R. Section to said unconstitutional educational opportunities of in violation Act of 1974, 20 U.S.C. and the regulations VI of the Civil to equal in the Lowell programming and services to Title who have been subjected P. be unconstitutionally of the defendants, students of the Equal Education Section be enrolled who have been or will by the actions b) linguistic equal own behalf, of all: segregated promulgated pursuant Act of 1964, 42 U.S.C. 100.1, et seq. segregation and deprived due to the actions of and of defendants. 27. class Through Action Allegation and (b)(2), inactions enviornment. children appropriate in the Lowell Public Plaintiffs rights education language Anita O., LAUREL0. sues on her own behalf, of a class a) minority their and effective action Plaintiffs meet all pursuant of the prerequisites to F.R.Civ.P. (a) The class impractical. 23(a) to maintain and (b)(2): is so numerous that Thousands in order joinder of minority of all students members is have a �16 been unconstitutionally equal educational segregated opportunities and have been denied and plaintiffs number among these students. (b) There are questions of the class, policies of law and fact namely, that of the defendants laws of the United States common to all the acts, violate practices members and/or the Constitutions and and the Commonwealth of Mass- achusetts. (c) Claims of the representative plaintiffs the claims of the class all that defendants and that plaintiffs have unconstitutionally defendants opportunities in that are typical have denied of allege segregated them them equal educational by reason of their acts, practices, and/or by experienced counsel, the interests of the policies. (d) The named plaintiffs, will fairly represented and adequately protect class. C. Defendants 28. Upon information and belief, defendants GEORGEKOULEHARAS, KATHRYN STOKOSA,GERALDDURKIN,GEORGEO'HARE, REGINAFATICANTI, DAVID ALLEN, and MAYOR ROBERTKENNEDY are citizens Commonwealth of Massachusetts. School Committee. their individual Defendants and official and the They are the members of the defendant Lowell KOULEHARES, STOKOSAand DURKINare sued in capacities. ALLEN, and KENNEDY are sued in their Lowell School Committee. of the United States Defendants official capacity O'HARE, FATICANTI, as members of the �17 29. Defendant pursuant LOWELLSCHOOLCOMMITTEE derives to 37 of the Massachusetts under Massachusetts City of Lowell. funds. law to provide Defendant It executes compliance students educational Section education assurances is the entity to students for ensuring so that and other to receive to appropriate services opportunities. rights in order COMMITTEE is responsible public Laws. It powers and duties LOWELLSCHOOLCOMMITTEE receives civil assurances proficient General its these the rights within federal federal such funds. The and state LOWELLSCHOOL of limited English programming and other children are provided agency within the and state language It is an educational obligated equal educational the meaning of 20 U.S.C. 1703(f). 30. Upon information the United relevant States and belief, defendant HENRYMROZis a citizen and the Commonwealth of Massachusetts. times herein has been, the Superintendent Schools. He is sued in his official 31. Defendant He is, of and at all of the Lowell Public capacity. CITY OF LOWELLis a municipal corporation organized under the laws of the Commonwealth of Massachusetts. IV. CAUSESOF ACTION A. 32. Schools First Cause of Action The number of minority has increased when the enrollment dramatically was approximately enrollment dropped to 12,708, In 1986, while number of minority students enrolled over the past of the Lowell Public enrollment 17 percent. students 640, or 4.1 the minority Schools in the Lowell Public several years. was 15,619, percent. In 1975, the minority In 1980, while enrollment increased stabilized the total to 2,160, the total enrollment at 12,647, increased to over 4,000 or approximately the 33 or �r 18 percent. Projections for the future will see the total public school enrollment range from 14,775 to 17,595 by 1996, and the number and percentage of minority students will be significantly greater than it is now. 33. Schools In 1980 there with minority Lowell Public percentage were approximately enrollments Schools. greater In 1986, while concentration in several that of the Lowell Public percentage number dropped resulted in the to 16, the increased dramatically. in 100% enrollment being the Moore Street School The Ames School was 73.9% minority, 72.1%, the Colburn O'Connell than their of the schools The use of the Boys Club as a school minority. 22 schools School was 55.1%, the Green School was 53.5%, the School was 52.6%, the Bartlett School was 43.6%, Pawtucket was 40.3%, the Rogers School was 39.6%, the Lincoln Mem. and Molloy Schools were 39.2%, the Shaughnessy School was 38.8%, and the Robinson School was 33.4% minority. Yet, there were schools where the percent has decreased; for example, the Pine Steet School was 9.6%, but in 1986 that Similarly, minority in 1980 the enrollment enrollment 34. Despite to prevent practices and set their over the past increased fell policies that enrolled the number of minority 17 years, segregation, in to 4.2%. defendants have not only not but they have acted, have caused the public students schools engaged in of Lowell segregated. 35. In the 1986-1987 students enrollment students in the Pyne School was 19.1%, but by 1986 knowledge that to be unconstitutionally minority of minority students was 3.6%. have been increasing acted in 1980 the enrollment of minority school year, approximately in the Lowell Public Schools one-half of all were enrolled in �19 bilingual/bicultural educational 1,961 linguistic were Hispanic, minority of and entitled enrolled delivering children As of 18 March 1987, of these approximately national years. minority education In 1980 there of transitional enrolled language in its (OCR), issued a finding States that Department VI of the Civil 1) in that the school system had: to adequately language b) failed primary and place is other d) failed track that the language students & Welfare were not in assess VI) (Exhibit dominance and whose primary services is other or home to students program as an educational instructional the Lowell Public Schools "dead end" and materials to meet the needs of students is other whose than English; for some students; to provide or home language OCR requested Schools to for Civil Education Act of 1964 (Title educational the bilingual specifically services Rights or home language or permanent it was not than English; to provide c) operated (TBE). knew that of Health, the Lowell Public with Title proficiency of 454 students education Schools multifold On 15 March 1977 the Office compliance a) failed in need has increased programming educational schools. of the then United students was a total bilingual Even in 1980 the Lowell Public the appropriate 41 were Vietnamese, origins. number of linguistic several 921 were Cambodian, 635 166 were Laotian, to bilingual/bicultural in programs 37. Rights linguistic The overall over the past students, 174 were Portuguese, and 24 were of other 36. programs. designed whose primary than English. submit a plan for corrective �20 action within 38. 30 days. On 15 May 1977 the Lowell Public address OCR's findings as that plan was, the Lowell Public needed personnel 39. to implement programs its correction Schools for On 22 April revised Voluntary Schools knew when it the personnel necessary During were scattered ''temporary" basements poorly Plan 3) the plan submitted this revised it 4). for the for corrective submitted its The Lowell Public successfully. the 1986-1987 school sites year, it did not have The situation many of the regular unsafe, bilingual school such as the City of Lowell's since were inappropriate, and/or than Hispanic, students were housed at the YMCAand Boy's Club. administrative support sites and at various YMCA, the Boy's Club, classrooms. overcrowded, unconstitutionally Cambodian, program students and in portable other and other OCR found that plan Lau Plan that students library found the but has become far worse. settings maintained, of (Exhibit Schools (Exhibit at the Robinson and Daley Schools, These educational and again 15 days ''a revised to implement throughout school investigation implementation." Lau Compliance submitted the in March 1977." OCR required 1980 the Lowell Public 1980 has not improved, 41. its Schools by our office and hire action. another VI. a plan to But, as inadequate did not recruit to implement system submit within and a timetable 40. cited 2) of corrective of Title "failed of violations the school action Schools plan submitted (Exhibit of the Lowell Public system to be in violation the Lowell Public that of non-compliance. On 31 December 1979 OCR completed the bilingual school Schools segregated. and Laotian services substandard, bilingual No other program There were no cafeteria, at these sites, and they �21 were unsafe for school non-school purposes, recreational including There was other For example, the use of vending partitions, into Non-minority and non-bilingual conditions. The inadequate, bilingual program and other regularly resulted and in hallways. and minority legitimate classroom (''matron's facilities apart purposes example, there I classes from grade to often were also program students school school sites. clustered for disproportionately grade 1-6 classes or age spans. in For at the Boy's Club, spanning grades grades 1-4 in a at the Malloy. Defendant of disproportionatly from the regular covering and in the basement 1-6 at the YMCA,a Lao class and a Cambodian class that being held on lounge'') due to excessive were Cambodian and Lao grades 5 at the Morey School, were subjected placed to these conditions were not properly and were often Department were not subjected Memorial School and other which were inappropriate class using non- enviornment." and segregated program students settings an Hispanic graders ... learning funded Chapter program students educational of the Robinson School. by the Massachusetts children bathroom Bilingual Bilingual were housed in a noisy, of 6-8th inappropriate overcrowded, at the Pawtucketville 43. 44. for program students. Approximately 15 Laotian bilingual were housed in a converted portable public toilets of bilingual program students in federally housed in portable classes which were described (MOE) as a "totally building machines, room in the basement four of Education the Daley School. housing 60 Cambodian students former boiler This room was subdivided soundproof inadequate approximately ventilated floors open to the general facilities. 42. poorly use as they remained members of the Lowell School Committee initiated, 1- �22 encouraged, and acquiesced treatment of minority race, national Their failure already of personnel Schools. of their has exacerbated three school minority years, year personnel, which students. an insufficient education an number programs there in the was an necessary to the programs: education teachers for the Spanish, Khmer, and programs; Khmer, and Laotian special bilingual c) English the Spanish education teachers for the Spanish, programs; as a Second Language (ESL) teachers; d) Bilingual school psychologists and Khmer bilingual e) Bilingual to manage the several and a Speech Pathologist programs; program director bilingual with the expertise programs and of the Lowell Public and f) Other bilingual necessary to adequately such as a Lau facilitator supervisors, counselors the last As of the 1986-1987 school b) bilingual Schools; for many years. the bilingual/bicultural out of the bilingual authority status deficiencies and emergency need for the following Lao bilingual on the basis and has been for many years, a) bilingual for during unequal students in the number of linguistic to implement Lowell Public immediate process increase There is, minority to remedy these educational and inferior, minority and linguistic to take steps has seen a great carrying and linguistic origin, dismal 45. in the segregation Parent carry program administrative out responsibilities to implement Advisory Council (1 Khmer and 1 Spanish the Lau Plan, support of the bilingual bilingual (PAC) Coordinators, for grades staff programs building bilingual K-8 and 1 Spanish as is guidance and 1 Lao at �23 the high school level). These needs had existed they were known by defendants 46. programs with 53 bilingual by MOEand ''waivers'' 42 ESL teachers, seniority teachers regard Linguistic Lowell Public Schools' the National proficient Schools seniority Examination test takers, status Defendants under state equitable teachers,only 27 49. to hiring provide candidates bilingual linguistic based on their the requisite by MOE standards. positions in the face employment barriers because not a) they must pass for non- they do not take and pass the NTE, employee status, thereby depriving them between the Lowell Public union. CITY OF LOWELLand LOWELLSCHOOLCOMMITTEE are free on the NTE and substitute bilingual/ESL teachers, a more but they have to do so. Defendants seniority for 26. Of the positions possess programs and b) if staffed of for teaching under the contract measure for hiring refused and and 42 teachers (NTE), which is not validated law to abandon reliance deliberately these programs for permanent and the teachers' 48. candidates for non-bilingual/ESL they are not eligible of equal into ESL as defined bilingual/ESL Teachers years, defendants and received they in fact to teach minority faced by candidates English to whether qualifications 47. were sought 36 were "grandfathered" without substantive full year, as a Second Language (ESL). Of the 53 bilingual were certified school and ignored. As of the end of the 1986-1987 school the bilingual/ESL English in prior persistence in relying for permanent rights violates minority and ESL staff, their students on the NTE as an absolute bilingual/ESL teacher positions obligations under federal with access to appropriately by discriminatorily deterring their bar with law to skilled recruitment, �24 hiring, and retention 50. on an equitable Defendants repeatedly resisted basis. KOULEHARAS, STOKLOSA,and DURKINhave knowingly proposals made to them over their SCHOOLCOMMITTEE to implement programs and provide equal educational years and activities opportunities on the LOWELL to prevent to children and segregation of limited English proficiency. 51. Hispanic, have dropped throughout Cambodian, and Laotian out of the Lowell Public the period comply with federal rate for these racial students during who started origin students, year of Lao-speaking year, Schools there have failed for other because of the failure educational services. over half to As an of the Laotian to provide to The dropout rate in the Lowell High School, staff rate students. to the dropout and effective students at a disproportionate of these in part the 1986-1987 school out the school to the absence treatment is disproportionate them with appropriate example, Schools minority the Lowell Public law respecting and national provide of time that linguistic students dropped out due school instruction or counseling. 52, provision As a result of equal at every grade futures of defendants' educational level, impaired. these continuing opportunities students The Voluntary children educational desegregated Voluntary will Desegregation be provided opportunities setting Desegregation during the to ensure basis that to ensure that their minority and effective children school students by the LOWELL appropriate 1987-1988 and later Plan fails injuredand linguistic with other the minority Plan adopted linguistically on an equal to ensure to linguistic have been severely SCHOOLCOMMITTEE on 11 June 1987 fails school failure in a fully years. the process of The �25 desegregating among minority 53. existing the Lowell Public Schools and non-minority school There is an immediate and new staff groups and about programs. This includes instructional, needs of linguistic issues. bilingual affirmative linguistic services these action efforts minority staff positions been deliberately ignored 54. Defendants the Voluntary education implementation effective data collection comparable and training of to ensure that programming as is need are aggressive train, and promote qualified instructional, system. for many years and supportive Plaintiffs and, while allege that known to defendants, have by them over those years. resisted Plan so that those necessary district-wide are achieved the school to recruit effective results hire, for administrative, Lau Compliance the failure to formulate to recruit, acquisition to bilingual to this curriculum the educational of principals Central have deliberately would receive included curriculum. throughout needs have existed is provided and minority regarding evaluation, and the training of building, and second language the assessment, support to the standard personnel training and standard of administrative, children and ESL personnel, provided between whites the bilingual services includes the same administrative relations the training minority This also children. between and supportive be borne on an equal basis and emergency need for basic concerning relationships will of all to ensure to the educational results to ensure programs, that programs resistence in the standard has the refusal consistent, and failure positive that of in need of bilingual Defendants' and procedures by the bilingual implementation the needed personnel, bilingual systems students services. and hire policies all the full to implement educational are at least curriculum. �26 55. Other elements to students of limited defendants. Sufficient provided in a timely vocational coordinated, and special parent of students been remediated. appropriate and appropriate of the acts, The acts, and/or and/or intentionally segregating plaintiffs opportunities constitutes a violation Constitution of the United due to the lack is not properly has not been criteria for implemented. and/or services of occupational/ to schools, policies deprivations can be identified educational practices, scheduling entrance-exit educational These students programs visits practices, have suffered compensatory 57. including by have not been have been denied have not been developed 56. As a result hundreds appropriate opportunities been denied books and materials transportation participation, programs educational have also education school implemented, equal proficiency and appropriate personnel, appropriately bilingual English to provide manner or at all, education of appropriate needed of defendants, which have not by defendants and can be provided. policies of defendants and denying them equal of the Fourteenth in educational Amendment to the States. B. Second Cause of Action 58. Plaintiffs if fully set 59. plaintiffs allege forth Opportunities C. Third as if fully practices educational Equal Educational 60. 1 through 56, supra, and/or policies opportunities of defendants as constitute Act of 1974, 20 U.S.C. in denying a violation of the Section 1703 et seq. 1 through 56, supra, Cause of Action Plaintiffs set paragraphs herein. The acts, equal and re-allege forth allege herein. and re-allege paragraphs �27 61. The acts, plaintiffs equal regulations practices, educational promulgated 1964, 42 U.S.C. and/or opportunities pursuant Section Assume jurisdiction 2. Declare a) b) students Schools stitutionally segregated, be denied of appropriate programs and services Title who have been subjected policies 3. to equal be enrolled in the be uncon- who have been, are being or opportunities through bilingual/bicultural in violation educational of the Equal Educa- Act of 1974, 20 U.S.C. and the regulations promulgated Rights 2000d, 34 C.F.R. unconstitutional educational opportunities Section pursuant to Act of 1964, 42 U.S.C. Section to said 100.1 et seq. segregation and deprived due to the acts, of practices, of the defendants. Issue a declaratory 2201 and 2202 and F.R.Civ.P. policies action of all: educational VI of the Civil Section as a class and students equal Opportunities Court: who have been or will the lack 1703(f), and/or on behalf who are or will minority Act of action. Lowell Public linguistic Rights this may be maintained and (b)(2) minority tional rights action of the 100.1 et seq, pray that of this this 23(a) will their respectfully 1. to F.R.Civ.P. Section in denying a violation VI of the Civil 2000d, 34 C.F.R. that of defendants constitute to Title WHEREFORE,plaintiffs pursuant policies of defendants judgment, 57, declaring constitute violations pursuant that to 28 U.S.C. the acts, Sections practices, of the Fourteenth and/or Amendment to �,, 28 the Constitution of the United Act of 1974, 20 U.S.C. pursuant to Title 2000d et seq., 4. Section Issue Section preliminary their school of limited English to remedy prior so that all segregative for students resulting English segregated to schools of the Voluntary development of bilingual curricula, of bilingual personnel, and delivery specific to: school opportunities including Plan, the the the recruitment of all non- district; educational Lau Compliance Schools on an equal, proficiency, enforcement to the Lowell Public equal of in concert them to take in a unitary to provide of limited acting but not limited are assigned all opportunities and requiring including, plan persons educational plan to desegregate basis enjoining an unconstitutionally equal students b) A comprehensive injunctions and those proficiency a) A comprehensive Section et seq. employees, deprivations, promulgated Act of 1964, 42 U.S.C. 100.1, system and one which denies students steps Rights to operate Opportunities and the regulations and permanent agents, with them, from continuing the Equal Educational 1703(f), VI of the Civil 34 C.F.R. the defendants, States, and hiring incidental services; c) A comprehensive educational students said equal plan for remedying opportunities of limited educational the prior to minority English students, proficiency opportunities denials of equal including who have been denied since the 1982-1983 school year; d) A comprehensive evaluation plan to provide of the educational for plans the monitoring stated in a), and b), and c), �• 29 supra. e) A comprehensive necessary plans 5. entry Retain 6. attorneys' 7. necessary funds to carry stated in a), jurisdiction of additional plan to ensure orders Award plaintiffs b), defendants out the comprehensive c), of this and d), action as may be just, their that costs provide the educational supra. for all purposes, necessary, including the and proper. and disbursements and reasonable fees. Grant such other and further relief as this Court may deem just, and proper. Respectfully submitted, HISPANIC PARENTSADVISORYCOUNCIL, ET AL. PLAINTIFFS C~/~ BY: ~ Roger L. Rice Camilo Perez-Bustillo Multicultural Education Training and Education Project (META Project) 7 Story Street Cambridge, MA. 02138 617/495-9261 BY: at-<'-< ~~tl7<A-_, Alan Jay om Lawyers' Committee for Civil Rights Under Law of the Boston Bar Ass'n 294 Washington Street Suite 401 Boston, MA. 02108 617/482-1145 �30 BY:__,,.~ll...:..:.::~o •~k~~A- ,__-...::_J~~--- Thayer Fremont-Smith Choate, Hall & Stewart 53 State Street, Exchange Building Boston, MA. 02109 617/227-5020 DATED:BOSTON,MASSACHUSETTS 31 JULY 1987 �EXHIBIT '' l" �I EXHIBIT "l" �-·-~• .· ...... ~·-··· ...... D!:PARTMENT OF HEAL TH, ED'JC,\ TIO~l. AND ','1!:LFA"c REGION I RKO GENERAL BUILDING GOVERNMENT CENTER BOSTON, MASSACHUSETTS 0211", I OFFiC:O:FOR CIVIL RIGHTS March 15. 1977 ! l .• ..., • I i f I ' l Dr. Earl Sharfman c::"0°r1· It._._ ....+ nl den+ Lowell Public Schools Loi·ie11 , MA 01852 -,l,.1. '- 0 v 0 Dear Dr. Sharfman: I \'lish to express my appreciation for the assistance given to members of rny staff duriilg the revi2v1 of the Lc1•1ell School -System v1hich began • h snr1 • na or-· 1, a1• n t,.e Jib.. . - Wewish to apolo£;iz.e fo, the delay in notifying you of our findings ' •· , ' anG' re=..,i 1• Ze .- • • . \•1eTour."' . .oe 1. n ca...1.. pr-a.c:i ces an d po:• 1• c1. es th, a-;; to ...h L, ~ violation of Tttle VI o:ayhave subse~uently been modified and remedia1 actiyn taken. ' : "1' th -•li ., ~L· 0 11-:-·::, 'i•.:.. a~ ''V"• ;,,,-r.,.,..S ,,..:'J -• 'wl .o\.,-i1 !,.. 0 I\.. .1::; rt:o i);:,,...+ Rn\ nr--u·1· ,.,; ... • ..; '"'' •" ...... 1 .._ ~ .....·, ,- • ••••.:i,: :::- ~- d AtC OT''"'"'"• .,,..,,.. c"Cl' .... .• i& 1.:7, "' !.J20art '1!2!it..... R gU 1a-L10,.... t'n°re•·nd-r 0-~""1°l"e ""h~.:. be no· ..... ....i , • c: , u . 1.. ,a L. tht-0 re dis cri rni nation on the basis or race, color, or national origi~ in the ... Op -ra+.:o.., c: • •- : " o.c I a,.,,, ".:/ ~~,.;, • - '-'::,..__ =.., I 1, y ass,·s . t.-0 0·• ,..,..oora-s ,-, , _ :;: • -··· f-'V•) O<I 0 _ l 0 \,,.. In furt~erance of regulations issued by this Department pursuant to Title VI of the Civil Rights Act of 1954, the Office ·for Civil Rights, on May 25, 1970, issued a policy stating in part that, '\;here inability to speak and understand the English larig8age excludes tbe·national-origin minority group children from effectiv~ participation in the educational programs offered by a school district, the district rr:ust take ·affirmative steps to rectify the language deficiency in· order to open the instructional programs to students. 11 On January 21, 1974, the United States Supreme Court in the case of Lau vs. Nichols (414 U.S. 563) expressly upheld the Department's regulation prohibiting educational practices by v:hich students v,ho do not understand English are effectively foreclosed from any ;,;eanir.gful education. ' ..... . •, �• I • •' Dr. Ear1 Sharfuar,· .. Lo•,fe11 , MA . . This letter is a fcrr:ial notification of cur findings based the revieo~ of infomation submitted by the school district and meetings with you and □embers of your staff: The Office for Civil Rights finds the- Lowell Public School System in non-ccr.:pliar.ce with Title VI oi th.? Civil Rights Act of 1964. • The following are OUJ'.' findings: ... 0:1 I. . ' f Sasw' on t.~e tr.formation submitted it. is difficult for us to. understa.id how your- school district dealt \1it.iJ the assessment of ianguage, dominance and linguistic proficiency •W:hen 1·th - i• 1: ea• t o ae • ~1.err:n . ne··1anguage cc-:n ' . nance or. ,as Tc. •t ' • 1"- The:lc~:ell Schcol Cepartment has failed adequately to assess the lanquaqe dcminance <1ndproficie;;cv arid pl~c2 students ~hose p,1ma~ or hQ!7ie anouaQe is other than Eng ish. ~~-- sixty-nine (69) c; the·students identifi~<l as havino a primary or heme language ot.-;er- than E!"!glish. (Se~{category ,•. "other. ..·_er.Cha!'"t I) .. . ... .: .. .,...• .-· . . ,. • ~ne • • !J,..,_, ' Force r1nu1ngs -·. ..i.i Accora1ng ~c ..~~ -tasK· •- - • :: ; ; ... .....-:.'.;.. •••· • :. . ·.... '. d"1es spec1,y1ng r"'n.,e avaiiab1e fa; e1i~inating p~st educat~ona1 practices r-Jled_ •.•"".... ···t·. ' .. ..: •_& • un1awfu1 u;i<ier-L~Uv. Nichols, ~hich 7,:as sent to a11· 1 -~a·-~~~~~~~·~ sc~~- 1 O::~c 5rh"'"' Su ~~-1·~~--~--~:,,-"-t 1;.....:•:n.~=-z:· • .;.. ~: ·..J! '-••v,...,,I Ci., :.•-...J-..J ♦ l t t ._ 0 rs·· for t.~eir· f~fc .. ;:~tion>. in or-der _tv pr0µer1y assess language ,.~ ....,·...- -- :nt,; .. ..: ~--""'~~1c1:nc' .: Y --~ ~-~t\...l,.,. ___., --~l-,.. _at a ;..•....nu.H~n\..:: ,c:i~u ag e Dr-o, t..1ie...:.: uJS\..• t!.ru.::, winir:;i..1m.,de~r=iine the language most often spoken in the •••. student;s !-:~':.!~.:..~2 language spoken by the student in the···: socia1 S=~ti~g ard the 1anguage use<l by th? stud~nt to -~;·r:1·:-~~= r:~s :-.ee'"S t h~~~~.on_,l"SS 0 S .,r,ri 4t•'r. \...wt! ..... u .. ....._ ·- ~~-;-~ . infcr··'ot se:~i::;s. These assessr;;-ents must c-:-oss va1idate each other. T;-:ere is no· evi c2r.ce- that a process of cross validation as d~scribed above has taken place in your school •Jj•-l ... '.... ... . '-r. district II. •• .. ,.., l,;,_•,!t ct a 1_ 1_ -~-~:-'. i_:.~?!. ;.-~~~; .... '--, •. .•. - .. .. _.____ \,_ - .._ . , .. ....... ~ / :~·~:/~t =-~ ~:':._·~~;:: ~ _:·::.·:_.,:;~;-~: ;;-:'.:;'.~t~~~~, ·;~_.'-~.~ :·-:-;:: .•=::~.-::-• The lowe11 Schoo1 Svstem-has·failed to' -rcvide educaticrial ser1ices to st1.:ucnts w,ose FJr1sar;1 or-nome ar.quage 1s ·ot ,er than Er:qlish. Of a total .· of one thousand students ide~tified 4 1 1.. 1an nine hundr~d and thirteen (1913) as having a primary r.cm~ language other ,. ' 1 depar .._, .,_ • .J ....r..1r1 ~. • - -1 c.:1911• s,'-1, t, h.e scnoo 1.,,.en !:. 11..:en e·d .c, cur 'nunGr-::u eighty four (~84) stGdents under categories A & 8 who are either monolingual in a language other than English or have a very limited knC'rile<l'.]e of English. The foilowing chart• indicates the stud2:1t:3 mentioned. above by t;1e degree of language dcminance. ' .! ' I ' �.. . _, . ·,: .. .. ... • ' . ., ' •' . · .. .... • . ,•_ ... ·, . . . . I' : ,' ' ' • '.'i • I• • • CH/\RT I -·---- .. '• . ..... ,. ) ( I A : (:: ,: ° ·i-f· u 1 TIIIS NATIONALITY SPEAKS ONLY SPEAKS·~\OSTLY LANGUAGE /\MDSOME THISLANGUAGE E~IGLISl:I C D E SPEAKS T•IE SPEAKS MOSTLY SPEAKS ONLY TOTALS l.l)IIGtJ/\GE /\NO ENGLISH /\NOSOMEENGLISH EIIGL ISII E(lU/\LLY OFTHISLANGUAGE \I, ------------------·-------·-- ... •---w:-•- ....,,, ...____ ., ______ .. ""________ f~' ,V,_1· ,_____________ ''.' I • I, =1• •• Greek Spanish Portuguese· Polish Korean Vietnamese Other Iranian Indian Japanese Lebanese French ltalian ithuanian 0 60 TOTALS 134 24 ,...•15 · ·'.'·2138 ' : .121 505 49 107 38 14 223 --. '. 258 26 30 487 17 90 23 •' 89' ! . ! ... \I ' ·. :,!· ' ''I .r : I • I;, ,; 4·:., -- 2·. _,.' -·-··'' ·-- 1. -- -- ·-- --------------.:.........:.-----------------------------· 953 '( I 36 -- 70 -4 4 69 2 1 2 l 1 1 19 7 1 334 142 25 3 ' 'I '!, 4 -- • G 15 I• --- 4 27 974 7 59 10 .2 tm\-' 1913 ,• ,. . ,· i· ' ., �.. . •• I ./ . I Page Four • Or. Ear1 Sharf~an Lc\-1e11,MA ·. Categories 1\ & (3 contain the students \ihO are most in need of bi1ingua1 services. As mentioned above, thQre are 484 stud~nts in thes~ categories. Yet, according to the data which you supplied us, only 274 of these 484 students are enrolled. in bilingual progr~~s. Ch~rt II, Hhich folloHs, lists the students by language dcminance and proficier.cy that are being served in bilingual prcgrams• . ,,' . . .. •' . . -.. . . .. . . . ... . . .-. .. •, . ... .,• .. . - .- ,.. . ... . ..... . .. , . . . .. .... . l. , .. . .."·.. ..... ; ·.. ... .. . ..... .. .. . .. . ..•, -·. ,: ....... , : .. . •.· .. ! .t .- t .r ... .. �.: . ) .. . ·---···- ..... ,.. __, ---r-:--........,,, ·=•· .,....,. ...... ..-.---. -. -..... -.-...-~· r--/\ J 't: _ I •. l ' _______ CH/\HT ... II ' I I: i) . l ') STUDENTS ENROLLED II~ llILINGU/11. PHOGRAM nvl.J\NGU/\GE DOMIN/\NCF. .·----·..·····--··· ...- .... - ---·-·---·------- I -------r--__:..A.:..-.-_--t--. __ tl;::___ __ . __s; ____ _, _ _::..D__~..----·- SPEAKSONLY SPEAKSMOSTLYSPEAKSTIIIS THIS ,·THIS l./\NClJ/\GE & LANGUAGE :, LAHGUAGE & Etlt;t.JSII ~v!t .J.1 1-:'-G.;:.E ------1---~--,-'-·- ;h 60 iI 21 0 se SPEAl(SMOSTLYSPEAKSONLY l}IGLISH FIIGLISH81 SOMEOF THIS --0 i I TOTALS 254 . G1l 2 .60 32 lG 0 1 1 0 0 2 2 0 0 0 2 1 0 0 0 1 ·-:.:o 2 () 0 2 0 o· 0 1 .," I ,:· 0 I I I 12H ., 0 ...::E=----------~-------1 ... -'-so'--=Mr~ ..E~GI:l.~.! L _f_~lY.8..!.:LY. ..._____ :.hl~!~!:\\l!l~~f ____ ...:..-.1--.. ' I ' ,- 129 '' I mese 0 n 0 ~----- __________ .: _______________ ., ·1 c.. ________________ ---- - -------··· ··-------------. - ---- ---- -- -- - -----~-- -- -I: ----- ---- ---- -- ! ---: 'I 81 109 193 18 0 I 401 • !. I I ' I i ' : ' •.' I ' l ' I II. I. ' . ., ' �- . ......:.. .,. ------, .... Page Six Or. Earl Sharfman LO'xel1, MA WhenChart.I containing the nUlilberof students needing bilingual services (categories A & B) is compared \•fith Chart II listing the students enrolled in bilingual programs, 1t is apparent that the Lowell Public Schools is failing to serve a large numberof students needing bilingual instruction. Chart III, which follows, shows the numberof students by language groups in need of bilingual services but not receiving such services. ·, fi ' '• : ' . : .. .... .. • ' .. .... .. . .. . .... .. , . . . . . - ... .. ... ._:· . ::. : . •, : - • ·. ... , . -.. . - . ...' .•. -- ; . .. ... .. . ' .- -- ··-· -: OFF'l~_E I OATE SU RN AMC: OFFICE I I OATc:- 0F.::1co:I SU AN AME: I o;..1~ l I I SURN.>.ME 1,· I I i I . I I i ... I I �• - -·--- I 'I - r .l I I I I ., ' j ' ! I CII/\RTIII... OJ C7l tU I ' a. STUDENTS SERVED IN BILINGU/\L PHOGR/\M i ; IONALITY IDENTIFIED /\S IN NEED OFl31LINGUAL . PROGRN-1 BEING SERVED IN DILINGU/\L PROGHAM .. I ; ' IN NOTSERVED BILINGUAL PROGRAM ' i : ek 15 1 nish 348 188 14 l I ' I tuguese • I ' 160 .. 113 ean 4 .., .,:,} se 1 81 . 32 '. 2 2 : : l 0 I ·.l I Jn ,er 1 2 ' 1 I 0 : . ' 0 2 I I I -·-- ' "AL -- .. . - ..-- --·-··-----·-· 484 ' 210 274 --- - ' J. -- ·-,., ' ' ' -· �Page Eight Or. Earl Sharfman Lo\-1e 11, HA The failure of your educational services identified as being directly related to used by your school school district to provide a~propriate. to t~o hundred and ten (21G) students in need of such services could b~ the screening and placement procedures system. P..ccording to the Super-visor of the Bilingua1 Program, the_ person responsib1e fc~ p1acement of students> placement is determined in a variety of ways depending on the circur.~tances from which the child came.· '· i '•,·· i . . - . . .• The plac~nt policy suc~itted by the· Supervisor includes .: three {3) cethods for the recei'ling, orientation, pr·ccessing·· •.. and •plac.e!".;ent of_st:.idents into the.. Bi1i_ngual Program ·. :.-•.... •.. ..: -. .. . . . ...... . . ...~;..:-__:_•,:.~f • :_ : ; Parts A> 3~ C of such polic-J state: . '( .. . ~ . . . -. .. ~ . ... .. • ;. .: : ... .. · .. . . .. ~ , .. • _... . . -· •. •• .. -~· . •• . . . ~.: .,.. . :: I·: - J J.v ·B. f.... ... - I 6 I • • • ; o \ \ • • • •:.:_ • l, "If 2. student transfers frcm a non U.S.· Syst~ whose pri~a,J 1a~guage is ot~er than Er.glish then·the student is refericd to the Bi 1i ngua 1. Program Center for -testing~ assess;;:er:t and p1aceL"e~t". ~·. C. ' . . ?•·: .-. Bi11::g~a1 ?rngrar.1Center for ~o~sultation and an · ~~-~~r-=-~-:~r ·e--~~~ cssess~P_nt and .-D1ace,mP_-nt~ . . -jw:,--'-':, . ...-,._,..,.. :>\..In~ ...' ' -' ~ --~-. •"If_ e st.!cent transfers f ...~~ ;i"'o+1-.e .. U S' ~cJ.iool • • :··•.• •. ~ ,4 --•..• Syst~ where he/she was enroll~ 1 n a s~n ...ara . ·..... _C!.li: 7c.iit::::, nonna1 plac~-ent procedure i--iOuld p-r-evail:··. The a.Wldr.i strati on· ci:d guidance office of. the chi 1d's· •_• ,. .. .:neighborhood school.._through re.via, of the student 1 s. ·:...·: :·:~:-·r=~r±s· and other assessme:it procedures ;,tou1d place •• ..,. . ·{:. the st:ld~nt in an- a~prcpri a~ gr~de and sec ti en. If ... ~~ aft2r tr.i, ~y days of piacenent the stud2nt cc:-.;1onstra~s·, ... • .. •• a 1i;:::it:=d Er.glish ability due -:o a non-English bac!{grcund • ••,. • ::: . ana• er,v1r..:r.~n • t • ... h . 4L ' ,,! ... • ~ d ... 1..1 en 1..:1estu..i2n1..·1s·rererr-e ..o ...h 1..,,e•c .. · A. -.• .. .••.. ..--~. . '. : . If a stucent enters fro~ another U.S. System where he/she was already a member of a Bilingual Prograr;-:, t:-ie stude~t is referred to the Bi1i~gua1 Program Cent2r fo, testing, assess:::ent and placement". ff The ~ethods do not indicate the µ.anner in which language dominance and language proficiency of non-English er limited English speaking students ~ill be assess2d. In case "A" above, the child enteri;ig the Lo-;,;e11 School System . �OF HEAL TH, EDUCA-Jldl - -- .·-- Page Nine Or. Earl SharfmanLol/lell, MA with a primary language other than English will not be receiving educationa1 services to meet his or her needs before the second month of his/her arrival en the school system. Nor is there a poocedure indicated to "flag:• students v,ho might experience difficulties after the thirty-day period is over. According to the Supervisor of the Bi 1ingua1 Progaam ne\,i students are precessed for place~~nt using a standard questionnaire which includeS infom~tion in the following • . areas: nationality, age, school records on social • maturity, intelligence, personality. and English speaking ability as determining factors in the placement of students. r I II , ... . ,.. .'.' ' .- Tne pn:::pcse of the screening process is to <let.ermine place:nent in a language program and not to determine social !!'.aturity arid inte11iger.ce.· .• it would be desirab1e to have a.ccmplete pictu,: of a ~7i1d's sociai m~turizy and intelligence prici, to p1aet: ..;ent> the use of, a. questionnaire 1s not the best~ to achieve such results. Eve;1.•though . - -The s~p~;'!isci also s~~tE<lthat in order to establish ~~re piecise p1aceuent criteria for the newly arrived bi1inguc.i ~i1dren, an Evaiuation of Enolish Competency Score Sh:::et, was used in enrolling students. She a1so st2.ted ·e:~~t 1anguage dominance of t'.-1e children who ente:-'e-::it;'je :~71it.edStates, v,as deta,,:iined !:>yeaing the Das Amicas Test or the Bilingual Syntax Measure. If additiona1 testing was needed the Wide Range Achievement Test was adm:ini_stered._. . .. •:_....·: _.•••••••-· • . . - .; -~-r·:---~ ...:~: . ···-~-::.~_ .._. :.:; :-...:-=:-r~::_ ::···2·:··~: ~:::.:~--:~·:_:-:.·:.-.:.··: ..~..~··1i:-::· None of the ·above·!i]ehtioned tests with the exception of • :__. the Bilinguai Syntax Measure.was inc1uded in the lis.t of. tests or instruments submitted by- the district as the _-.c ones used for the screening, placement and evaluation of all the students ideitified as having a primary or home language other than English. This indicates a lack of central policy and proc2dure. In addition to the placement policy, the supervisor sur.~rized the criteria for p1acemi=ntof bilingual students as follows: SUP.NAME OFFICE I i OATE Oi='FICC I SURNAME I l I I i Q;.. TE: O ~'·-- SU RN AM:: OFi=ICE I I I I • C. ' i I : �Pag2 Ten .' or. Earl Sharman Lowe11 , f•Ln. .. - A. If a student is 5 years of age on or before January 1, he is ~nrclled in kir.d~rgarten; B. 1f a student is 6 - 12 on or before JanuarJ 1, he is enrolled in the ele:~entilry grades;. C. Plac2:r.ent of students in the Jr. High and Sr.: High·School is based on previous records, end in the instance where no records are alfailable, · . or 'in the ins ta nee of the Portuguesa where the Grading Systa.n must be equated, place:-nent is ~ade as close to chronological age as possible. HhE:r-2there are not enough students· of a particular D. i • • •.J,· ·' •• ethnic ~,oup to warrant a biiingual pr-cgra;11, these st.;der.ts ara placed in the ESLccr.ipo~entcf the . Bi1ingua1 Program for a full day until ready for .-regu1a?'"c1assr~ work. . ~~~ · .• above ~entioned. sethccis of assessing .....· .. : .. ..... 1. ·- ., . ·.. t.f~ ,.:.~ ..:..... ~ -z.y;r ....it~ . • .. excet:rt1on or span1sn . . t • • • - • sp2a;<1r~ c:111aren in so~e e1ementar; grades, 1ittie er no effort. •::h~s =een expended ~o assess language d~-;::inance-..._ .... . .:- . • ·: .. c; o~~~r languJg~ group students. ;- ; 2• ;;;:!""2 :. ,:r;e poss101·1•,.. ' ~ c1h'~ ~ 1s , ..,y ti:a·:. 11aren are p 1ace d •I •• p~iar to testing for dcminar.ce and proficiency~ due to the inconsister.cies. 3. Only the Portugu~se students 1n pre-~cl-:col _or . : 4. The prit'..arJ function of the majority cf the tests use<l to d2ter.;iine language d~~ina;.ce and proficiency for plac2r:2nt in a bi 1i ngual ;Jrogr.~mwas to measure kindergarten may have their general cptitude •measu-;:-e<l.jntheir o;m_1anguage by means of the ABC exasin?.:ion. •• • ••• . h , 1, • 11 1 ,. • 1 •• • ... E::g 11s: 1~nguage s,,1 s. i1111c- it 1s necessary 1.a know a stucent 1 s s:-:.ills in En9lish. fc, proper p 1acem-=n t of chi 1drcn whose pri::iary a, hose 1anguage •is other than E~glish it is e~ually important to know the leve1 cf the student 1 s s~il1 in that language •. �.----· T· ...... -···------...- ... -. ... . ··-···-···-•··•..-.....·-·--···-·· ____ .,.... I. ,. DEPARTME~ OF HEALTH, EDUCAT10~. AN~vVELFARE Page Eleven : .' • t! ' t-· • l. . Or. Earl Sharfman Bowell, MA .. ; 5. For locally developed tests,'there is no indication that test items have been selected on a combination of r.orm-referenced and criterion-referenced criteria. As you can see, there is no consisent or ur.iform procedures for placing students in the bilingual program. In addition, teacher> 1 understanding of the school districts criteria for placement varied. Attachment 1 indicates the criteria for entering the bilingual progra~ as viewed by each teacher. Furtherrrror2~ we found that the Lowell School Department has fai1e-l to provide Special Education services to non-English speaking students identified as in need of these services. -- In 1975-76 there were thirty-four (34) non-English speaking students en:""..>1le-d in a bilingt.1a1 special education pr-ogr~rn The spacia1 ne~ds of these students are not being met for the f o11cr,ring : :::=.sens: •• -• 11 11 -, no evidence of the bilingua1 capcbilities 1ne:e is ... h • :..eac.,ers e.x.cep-: rcr 1..:12 scnoo~I sys 1-effi 11• s ti .i...l ' .. of ng .· ieach2':"'Sare not ce.tified in the area of special ec~ca~ion and one is not certified as a basic teacher • .•... . The fc1iowing chart 1ndicat2s the educational b=.~:<-;;,::,1:1.:i of the te~chers in the so ca11ed "bi 1i ngua1·" spec1c1 education program and the number of students and prototype: :.:...· . - •-...-··•. :·•·-:- ···-··-- ·, . - ·---. •. - -~\ , -" OFFICE !---+-----+---l----l-----____lL----~--+----,:._._+--·· i ;....-I I a.;,:: C 'r FICC: I ~l--~1-c:•-~\ Oi="FiC£l I __ ... ·····---_L_--L---1-----.l--...-1.--J...-----!...,,--- I ..;...----f--1.---;.-_l I I - l l I ..... l ·, I __ _ �;11,1. --.. .............. ··•··· ...... ·- - ---- ····-· -~-, ~--- ___, ..__ - -· --·-. -= - ·- ...... --·-- t:--. - Earl Sharfman Lo•...ie 11 , MA •• •..:_:·: l ---- ·11, -· ...,_.e-- ---.---------· ·----..... ---···-_.,, • .. EDUCATiGNAL BACKGROUrio:TEACHERS ~ .. fcHERS 1, \·2 LANGU.A.GE SPOKEN NO. OF STUDENTS PROTOTYPE EDUCATIONAL BACKGROUND Former teacher aide Fonner teacher aide 1n Cuba Not certified in USA Taking courses toward·certification Spanish 11 502.2 & 502.3 BA 1n Spanish _Spanish 10 502 .2 & 502 .: Spanish .1 Three yrs. 1n bilingua1 progrc.m Courses in L.D. .l !, ' MS in art Teacher- 5 yrs. •,' ·------------------------------------------- ~ •--:.• ,- ,., b- ------------- t:. 4 yrs. teaching, courses ·------------------------------------------'. 5 . . MEd Spanish 4 ------------ MEd 3 yrs. exper1enc2 Spanish l ------------ 7 •. , - ___________ ,,' . . ., 6 . 7 ** 8 ** ..,. BSE 7 yrs. teaching H.S. -·. . Spanish Certificate ,ram Puerto Rico area ~ - _________ ... unkno.,,n * ** Student shared by teachers Students shared by teachers ··-· ...... ---··. - .... , ... ____ ..__ -- . �·- . '• n:::±1 ARTiV~T . - ... -· ..,~~:::. ---· . ··.- - -~~. -· ···---- .. ___ .. __ ----· . OF HEAL TH, • EDUC ·-·- _,e"'ll ON. Aflj • . - • - •• -· WELFARE : Page Thirteen· Dr. Earl Sharf~an Lo•.·ie 11, MA We also four.d that the school system employs on1y one (1) bilingual school psychologist. This person speaks Spanish and has evaluated exclusively Spanish students \-Jith the exception of one (1) Portuguese pre-school student. Referrals of Portuguese students have been received but as of June 2. 1976 they had not been evaluated. 3. In addition, there are 47 Spanish students in Rescui~e Rooms, 29 in Learning Disabilities, and 57 in Spee~h Therapy. None of the special education teachers, speech therapists or psycho1cgists assigned tc these students speak Spanish. It - ;' . .. ,:.'• Cl3ss iists show that there are students of French, Portuguese> and Greek backgrounds enro11ed in the specia1 education programs. These students may be ,,g d1·.::s:1· cu1 -r-'es ..,G.,_ n :r,::,.55 arl ly ~ ..lu::, 0 a ev:"'r' e--~::;...,,-.-; ~nta1;, ::::.:otional ~· or physical disability but rather ta 1anguage deficiencies not yet assessed by the . •,... 4 ,..; J ..,.:•·'•4·.-:. .> .• ,4.; u. • - • ' - • • l If • V' II t.,. .,._ ...,_ ... ""' -c:~-t-~ __ . ......_. 1 r\J:)ns.::-que:1r; • •ty du? • 1a.ex _ .,_ w ... L.ne 01~ qua11• t~.. ! ec• personne1 , •. .,. • the n:ec:s of non-Eng1ish spea~ing students take longer • 1.. • • • • ri • • • • r..: d p1acemen t may be -:o :..::.1aen-r.1T e d . C-nee 1cen1:1,,e ce1a:t:=•j or inappropriate . . •• • • I :t . , ...:; -... ~ ·.· evident that ~ithin the Lowell Public Schools •i uc: .. ~a t.:,e -~ Soec1• a ~i i::-· •• 1. :-:c '-<:!uca-:10;1 :::rc;:;ram, counse1·1 nc..,, and r ' ~ suicanc2 services to non-English er limited Englisrr Speaking children are either non-existent or very limited. There are s~venteen (17) g,\.Jidancecounselors in.the city of Lot1e11. Each one is assigned to a schoo1 or· schools· ~--•. with a given ·case load. flone of the guida':'ice co·unse1ors in the .. . . --·school. . . . . system ar.e_-bi1ingua1.. The following chart indicates each counselor's case load and the nu~ber of non-English or limited English speakers they are assigned. The information vIas taken from qu2sticnnaires filled out by each guidance counselor. ~ SURNAME OFr"IC~ I I I I CATE SU~N ,;~,tC OFFiCC: I I OATE OFi"ICE I I SU rtll ..;MC: I I I I o.<.-:-:: ' I ' ! �~ ~ Page· Fourteen . Dr. Earl Sharfman Lo\'le11, MA GUIDANCE COUNSELOR CASELOADS NO. 1 TOTAL NO. OF STUDENTS ASSIGNED GRADE LEVEL NON-ENGLISH/LIMITED ENGLISH STUDENTS _ASSIGNE 337 7 & 8 0 . .... 2 12 300 less than 1/31 of 1%of: 3 7 & 8 334 20 ·students 4 6,7,8 465 1 or 2% 5 7 & 8 365 0 6 7 & 8 350 26 students &8 300 .0001% 7 all 11th gr. (A-L) 11 _(A-L) r _, 11 ;-LJ (~ • ' 10 (M-7~ • ' - J all 11th gr. (M-Z) less than 1% all 10th gr. (!-i-Z) less than 1% about 2% • • 11 10 (.~-L1 ·366 12 12 ( l"\·-.,1, ' al 1 12 gr. (A-J) 13 9 14 6 - 8 . • I (M-Z) . 15 - all 9 gr. 1ess than . 25% (M-Z) 2% 450 . . .,_ s~ucen ... any who needs . • -Do not kno•,•;,maybe assisiance 9 -.12 16· 7.8,9 17 9 - 12 • 3 students 560 5% none assigned , .... - ..... . 2~~ �.. :·. : •. DEPARTMl:::.~ OF HEALTH. EDUCATION. ANAVE:LFARE Page : i-1rteen Dr. Earl Sharfman Lowell, MA This chart indicates that guidance counselors in the Lowell Public Schools a,e serving only .a very small percentage of the students Nith limited or non-English speaking ability. ' i I: s. f ', "· "' '• i• ! ~ ; : ! " III • The Bilingual Program of the Lowell Public Schools is being . operated as an educational "dead end" or permanent track for some students~ · The school systern has failed to establish uniform ·criteria to measure the progress of students in the Bilingual program. II ti •• f ore, ... ' ne .:I our._, ~n2re \.ha..~ ... \.eacr.er-s w1• ~h .... 1• n i:• h.1 s program use varying crite~i.a. as indicated i.n.,Atochment 2. • ! ·. .. ' • ·. • . • <... : ••••• The supe?"Viso~of the Biiingual.progro~ indicated that the fo11owir.g procedure is utilized fo, pr-emotingstudents out of the bilingual progr~H into regular classes or standard curri C!l t.-m. ...: . . 1. . . P~io~ to students·being transferred -. ct.rr-r-iculum> .they are integrated for co. ~icn cf the dav into the r-eaular .receiving supportive assistance fDr - to the standard the gr2at€st c1assro~~s one or two • ' -iy rrcm: t1-.~ EC:' d '"'. • ~ Teac h 021 ii-<:: -t.. an. 01 -i1_nguai .•ers. . • 2. ~ , periods .. A t-;-ial period of one.-month in a standard curriculur.i • student is caoab1e of functioning sucessfully and competing with ~is ::a~ive Eng1ish-spea:<i:1g;:::eers. I·F difficulty is 0 --,--·•-"""'-"'d as-1·s"""'nce :.,.....,,, ..,n• 1·1~, ngua1 Pr,.,vgr;::;,..,,, -=:!;-~t-;: ~-; _ , .=> a~ Je ..,.au _ S~f7 cor.ti nues. cias·s;-;;..,,.1usually determines ~,1 • 't'ihether a t.. 1 1J Wehave found no indication that these procedures have been . .. unifomly implemented. The responses of th~):eacher.s• in . -- ~,·. • · • Attachment 3. s~ppo_rts this finding. . -: - •• ··:-·• ..=~-: .. .:..·:-~···· ••..... ·..·... . ...-.-· . ·:;-~·: . :J'•.· ··. ·. ··-,· ... -·. -· • -·····!':· :·.•····.; •. - .. It is evid2nt that the failure of the School System to assess the progress of the students and the application of varied criteria for plac5~ent out of bilingual progra~s into regular classes may account for the number of bilingual or English dominant stud2nts enrolled in the'bilingual program. th2 latest information submitted by the district we find that there are 127 students classified as bilingual or Eng1ish dominant \•iho ar-e enrolled in th2 bilingual program. Revie,'ling We feel that these children are being kept frcm progressing . . �. .. .. ... . . .. Page Sixteen ... .-' Dr. Earl Sharfean Lo,..;e 11 , i,L!\ • .. IV. ...... There is no indication that the Lovtell School Oeoartmer.t rovides instructicr.al materiais desianed s~ecificall to .. meet the needs o students \·:i ose p1ir.:ary or h0:~e ano~aae is other· than Enqlish. • Although it appears that.th2 school deparl:Ir.ent has tried . ·to produce a curriculum to meet the ne~ds of the non_'English er limited English speaking students, there- is··:. .. . -~-n_o indication-that the curriculura used in the "bilingua1 needs .?f these students.. ·_prcgram rr:-.=etsthe- specific ... ., •.... :. ': .•. . . ·. . -·-. .: ._,• . -- ........ • ·_:'.:_l,,_. . .. . .. . . . . :.··:· ,·· .. .· . . . ·- 1. ' • 1 ... • h • h • ...h • ' -..1 1 Tner~ 1s no re 2.1..1ons1p 1...e-c-,:een... e ma1:er1a,s orrer:..~ ... _·.. : .·• • in the. bi1inaua1 program and the· standard .curriculutii ... . ,·· . ;: ....,. .... ... . .. -. . . . ;. .. ·-· . ..• •• •. ~-..--_;:~_-. ~·The:---eis no o:,ordin.;tion- beti;;:~n the liffe~nt .bi1ingua1 .;·. -~.-~-.. • . '.-:·..,.·class.es through the program .. For exar.~.;le grades 5~7,8: •. • ;,:_·:~ •.: . at the Bartlett School us2 the fo1lc'iling ruate-rials:-in. , -·~: ~•·7. the areas of math.and English::· ·. • ,·· ... •:· ·.• • ,.· . - - . :-· . . • .. .• . . . . . \ . '..· . . . ._. . •... . ... fi;:6.oup1ica·ti:1g Exc:~ises (n~ 1e~·e1·); , .• , • 1 . Tin"' >lo.., s•,-e;:,,-,i1'n-,I ~J. C"nn '-- :: I• is>-;4 r-,:,ri-s .::,_ •= . ('1,::,.yo15 - - • .1 ' - ./. . .... . . th ri.l. 5) ; . ·, . _ • ·. · : · •. :;· -. - · "-• .. '-·. .-~ ...... - ,• fl~'1' '-1 _ _.._ • 11 •· -T'\g t:.., ":.: ' , sn· :..e,., fJ ~ ~... 7"'.. . ... I 0 w c~ - .. l c+,·.,.e-• \oU. :> , . . .. . • .-.~-u;.do English Series (Scci::s 1 thl""'J 3);. • :-·_.· E!igiish Through ?ictu'res (t-{orkbcoks .... . . . 1 and 2)_'~ ..'• S ... ~Y S '""'P P ·-- • •. .. .. . , • - - :•-. .. • .:• .. • •J, •• 0 0 .. ·-r, 0 1eve1 a~"- +.. ne J , N 0 <:-hrv...l ( nr~ d 0 s 6 . 7,S} the !n.2.terial usetl in i·!:a.th ar.d English> with the - ..., ___ _:...~ "'fi U> ~~ .t.h~ .:oi r,.,. .: ~r, • ► nnj ~<:'t,. 'TL--uan' ?1·c.:..··re-· ':=A~=.-'•.1-.! t.i • .,.. i t 1,...,;.f(d~. _..,':; !..,d ;;:iv._ ::>, sc~nd and Sense; Learning E;;glish; Growth in Spelii~g '""" .,...,-::,. 5-.,,,,.,. I"\ :..- ' G,i.r.:::; I • • r.. - - 0 ·1r. 0 , - ' - -\... ,:...,---...., :: - - ,. • \,,,U. : (i~•;e11,2~3); and, Sounds,L~tters and }iorcis, are ir:e~eri::ls used in the re,~ular curriculum accordi~g to the Super.vJsor cf the Program.-: ••. .. . At the Pyne School thes2 children are using spelling m.ateri~ls for grades 1,2,3 ·and Math for grade 5 even though the children are in gr.;1des 5,7t8• Even t:ie r.i.ateria 1s us~d in Spanish a re g~ared to grade 1eve1s lc~er than the student's. There is no continuity or consistency level to th~ ne~t or fr0m o~e school insure that children ~oving frcm or.2 or frcm the bi1i:.gua1 progr~~ into a curriculum will achieve sucess. .t. . from one grade to another to school to ar.oth2r regular or sta~daid At the junior high and high school, bilingual stud2nts are provided ;-iith only an elei::ent;:iry curriculum, the effect of \·1hich is to deny them the opportun-f ti ::!S to �... : ·-..... .. Page Seventeen Or. Ear1 Sharfman Lo·se11, t-t~ ... participate in all parts of the school ·program available to other students. In essence, the Bilingual program at·the junior high and high. school operates as an educational "dead end" for these.students. . Assigr.ment of Students.to ' . . Schools and/or Classes ' Even though students fi .- :. C ...... • i'n the.city of Lo'.'./ellai--e·assigned to schools using the district 1ines there are 5 schools that . are still racially/ethnically identifiab1e because the minority. enrollment exce2ds the district wide r.;inority enrollment are:· . ·. .•• .:. by more than 20 percent .. ... These, schooia . • ... ✓-. -". •. l • ."!-°• •.... - . ... . -:. ~ .. .. . -··..- .· .. ~ '\' : ,. .,.,r..o...-c.. 1·C" P'/1 "--"~'-0 ,.,.,..<> J - .._l,-,,._ :- Seriously ...... ,. consider:d ~--- i,J .... •J ,..HhU ...,1.,,_ grcup ('RPr) , L, . '-' me t a t • .oe:-r1e~n . Sepi:er.1cer . ' 2?_ anc• ,,iiOVeliicer ' 4 •t.O (. 10 ... "1:ies l eas .._ ..,.. __"..:?'-N --~ ..:-.,....;::.:.:..~~';) ·•·n"' n~a~n.:~('T -=-.,. sc~r. y-;:,r 10 1 7 "',0u ,Cti-,. ~.. ,.._ l i:;::, \V• :iUv c:• • -.:.,e • ,. •nous1ng , ,. d en;..s. .. I·i: a 1so ..1-,ad ·• as 1• +... pe,-'-\.,a1r:s -:o or- s1..u .... n2 responsibi1ity of d2velcping a plan v,hich \-tould be educationaliy scund and fiscally feasible. A preliminary -••• r I a::T.1• ng t..or.m1 ti:ee. ;·::.i....:,:.., .. the. ·Le·''"""1°1 ·sc~...... "1 c,..,.,.,...,· ./,--'-~e··· t..a"s • ••• II the ·need fer a.co..,preher.siv.c housing +;.,-,,;. -•i~"" · ·:. p1en.. This gr.oup passe<l a rr,eti on .to set up a· corrmittE:e in • ,,'n;,..'r. pa.,.. n~-~,,,..l~"~+0,~c;-,p..--· -r,.....:n,·-•--.a..ors YH •'-, , 0_.,i.-::>,. ~~.... ".;,-.i~, ""-!l ; . ._. ~, c~,-. .. .::..t..; c.L .:) c.-nd -'-he ~i .cc~:.:init~r,.-;er~ teprcsent~d-. :Pursuant to this motion the . -· . Superintendent of Schools appointed a gr-cup to fora a •!..Ong o"ange .... ;,.._ :...,~ t ·-•·1n1 s Jij 0 ..., JI - _plan for the housing ,of students. fer _?chool year .1977-78. _.-: •.-tassubmitted to the schoo1 cor..mittee for approval; Our ~office. has reviewed: this ·plan and made.-sorr:esuggestions to.::, , the··chaiman. · ·· ·· ,.,_.. · - =. ·. ·'.---··~-•.._.--··-·-. • . •:--:•• •..•. , __··: • In addition to the racially/ethnically the.re are some racially/ethnically the bilingual - identifiable schools, id2ntifiable classes within and special education progra~s. There are 10 classes in the ·Resource Program which are non-minority. In addition, all bilingual classes are isolated. There is no indication that students in the program have the opportunity to integrate \>lith English students, with the possible exception of those students high school level. 100% bilingual speaking at the '· . .. - .•• �ATTACHMENT 1 Criteria '. ' ' •. • t . 1. Insufficient knowledge of.Engliih language in reading and writing it. 2. Limited English ability .• 3. Any child whose native language is not English who can't function in an English· speaking class . 4. Unable to speak English and theiefore cannot cc?e with English speaking classes. . . i:c~-~:.-;- .. for entering the Bi1i ngua1 Program as vi e•,·1edby each teacher. • · •. -:. ...... .., . .. . .. - Evidence of li~ited ,,,.; , \{ _:_•., . ,.-.-:· • •• ~~- .. -~;:. •l • ··•· , ... _p. 7. English-ability.· Limit2d English speaking abiiity. • .....,. . • ' · er students s~uaen~s of 1~mited ability of English are referred 1 ,.... 11s • h SD2?K1na ' • t\Gn-cnc . to Bilingual program. _.;;::·1-:" .._,. -~-.... '·· . -. 8. cbilit)'. . Any child \'/hose primary language is than English and 1•1ho had difficulty 0.., ordinary class\•1ork in English. .. . . other performing 10. Past records,. ne·.-1students entering country with r.o English or very limited. Chi'ldren who are in mainstream but can't do the work because of lack of English upon recommendation of teachers, outside groups, parents. 11. Children \'lith very lifilited English speaking· ability, unable to function in regular classroom are referred. 12. Limited English ability in accordance vlith bilingual law and specifications. .. ' ... ... �• ·,.,' .. Page T\'10 \~: ;~·~· -:·:.--:.: ' •. . •.. ~' '-- i.. Attachment l Lo•,•,e 11, MA 13. A child passes limited English speak1ng ability and cannot perform in a regular classroom. 14. Letter from parents asking the child's regist,ation and no ability to communicate in English. 15. 16. 17. Child with limited English speaking child does not knowEnglish well enough to enter regular school. He is referred for testing assessment and placing. 1.'!camersto r~<2 country, lack of sufficient English to function in standard class, testing, interview, parental ·desire. If a child wha1 s native language is other than English and can't function 1n regular curriculum he is placed in bilingual. 18. Ne·;-;a rri va1 in country v:ith no Eng1i sh or no working knowledge of English. English speaking ability who after a specific period of time are not able to function ~n a regular English c1assrocm, may enter ti1i~sual students e~tered frc~ non-English speaking countries are also referred as well as those who had been in bilingual program. 19. l imi~d 20. Limited.:English language-abilfty in accordan·fe with bilingual. law and specificati?ns. ____. �. '.' . . •'· ATTACHMENT 2 Children 1 s progress is evaluated in the following manners: ·.. . . . .. l. Through teacher made Spanish and English tests. 2. Team teachers, criterion 3. Criterion reference tests, consultation of team teachers, school psychologists, city math tests (inter-~"T:€rican series this year cn1y). - 4.• (.· Test> perso~al observations, teachers consultation,· ..... ::,~ ... ,....,.....i. • -r-1~1 ' 5. 6. 9. reference, supervisor. L. 'f"'d~ ,.. ~ 1._....,.,. • Tests. di scussi cr.s, on materia1s. Team teachers discussions and tests. 10. Tested by'fJ~ivi·d~af_teacher'·;·n-·his/her subject.· • 11. Team teachers consult on eacn childJcriteria referer1ce assessments are used and are built in the reading program. 12. \ Criterion references tests, teem teacher-supervising head teacher consultations, Inter-A.merican, Stanford Test, City 1.1ide Math Tests and teacher made tests. 13. Teacher assessment and testing, report ca1·ds. �- - ........ -• Page T\'IO ... . ·.... .._·It, . .. Attachment 2 Lowell, MA t". ·, f ( f L ,. 14. By pre and post testing. 15. Each child is evaluated by teacher through different tests in the kindergarten kit. 16. Teacher Qade tests, English ability. standardized tests, report card, 17. Evaluated by tests, teacher made and standard .. Also brief meeting with other teachers .. 18. Consultation of teachers, progress tests. 19. Chiidren at second grade level are given report cards fou~ times a school year. Periodic checks are made in the classroom and frequent discussions bet\•;een ESL and Bilingual teachers are made, I have used the Standford J\chievernent Test for grades . - -· l ? .· �ATTACHMENT 3 Criteria for Promotion out of the Bilingual Progam as viewed by the teachers. .. ! i r .::-- r r i i •• ·-· ' ' . I . . ., 1. Ability to function in a regular classroom. 2. English proficiency,_ years in program, parental r 0-"-!riue-.,. :::,"-• 3. Nur.1b2r-of years in urogram, oral English ability. 4. Successfu1 adaptation into Er.g1ish speaking classes, this being gradual from first year on. 5. \~her. students knowenough to be integrated into rp - ..~-- ~~--s i_Ja~ without falling behind in subject . . -~UJO.J --· . '7"+0.,... ,.,........ r.i;::: ... '• . 6. h . cr1~er1on .. ,.. Yrcr;c1ency 1n cr.g11sn ~1ro~gn rererence tes~~ and teacher-supervisor ccnsuitations. 7. and consultation ""· - • • • ,4 .. ... , ~ • O("r::,s;"..., -\,,,- 8. i,fr1er their English ability in resu1ar class. l VI, .:..½<> I..;,,._ warrants normal functioning 9. - English ability. . .. 10. Teamteacher recommendationconference with mainstream teacher who will receive cl1ild, guidance counselor conferences. Psychologist recommendations. . . . I' I .' 11. Level of proficiency in English four level of adaptation to the new language. Consultation with receiving teachers insure follow-up. 12. Years in program, English proficiency, parer.tal request. �\ ,'.•: ... . .... . ~ ··• ! . Page Two Attachment 3 Lo\1/e 11 , MA 13. Proficiency in English that 1;1ill enable a student to function comfortably in an English Speaking classroom commensuratewith his chronological age level. 14. Usually after t\•:o years in program, children whose ability in English is good enough, go to a regular class for 1 or 2 periods a day. So at the end of the third year commonlyare ready to leave the program. ·15. If teacher feels they are capable of perfcriTiing well in English they are transferred, or if parents \•1ish to take them out of the progr~». 16. English ability, time in program, teacher evaluation, parental consent, ability to function in English speaking classes. i7. Oral Eng1ish ability, 18 . Prafic~e:1cy in English, number of years in U.S. consultation of teachers v:hc see chi1d. • ··' ··:•;,-··.~ .· .... ... ,..,,·,:,., . ' when and time in program. to function successfully ar.d comfortably in an cng1is~ classroom· at his/her gr2c2/age level. A ch~1d should not have to loose a year bu~ should be µ1aced at proper chronogical ·grade level. Abiiit,y 20. . ...- -....: ~ -tng. l. 1 s h. request. �: . ·•• I 1 '• Page· Eighte~n Dr. Earl Sharfrnan Lowe11, MA ,. In addition, during:the c6urse of our investigati6n of ybur school system, we made a nur.1berof findings in the area of Special Education. ~ihile there is no racially disparate impact. on minority students constituting a violation of Title VI of the Civil Rights Act of . •• • 1964, we found a number of violations of the Massachusetts Departrr:ent of Education Regulations ur:der Chapter 765 of the .l\cts of 1972: The C•'.l."7lprehens1 ve Special Educa ti on Law. • ··- He are referring these findings to the Deparment cf Education for appropriate action .. · A copy is attached as an appendix to this •·. • • l o++or ...-. . .. . - . ....- ~ ·In addition·to c;r findin~s~ -it should be noted that th~~ were· ccm-.:ents and concei7,S r.:.adeby sooe of the teachers and adf"linistr2tors 1 ~~ •~ Sr~,..;~; ~nucatio" ~,---·-· __ 1n -e1a~\ii>,_,, of thE concerns expressed. 1 -... ~. •• 1 - tJ n'.l"'nnr~r· ~-:::, ~•• ... ' ...·.. ·-·· .. .. . . A plan fc~ acticos to be··taken by the schoo1 syst2m to correct the . ~ ... . . -' .... . 1 ... t • .. ... d ... v1o!c.:.io:-:s· co,,,-er-e-:! in 1.ri1s e1. er must h-e sucm1~--2 1,0 our Office thirty (30) days f • t.ie date of this letter._ Failure to submit . .. ..,._H en accsptab1~·p1a~ ~i11 leav~ us no ~1terr:ative but to r-efe~_ycu~ .. . . • r.,,..~--~ ·- • ·-· dlStrlC(.,. ror ~•*~ ___;..e;,~. ~p'°!;.!:' , ; ..... . ·.,,- . Sincere 1:,,ycurs -~_ .. , ' uonn ·: - l:l. .. ,--,oc•~i..l ... oyr.oe r, t,..•.Jj Office fof Civil Rights Region I Enc1csures -. - .. CC: Official ./ v Re:der JGBReader Tcr.iFlygare Go -•··?•-·'··*--••-, _,_;_L, •. .• L ~=,~ I.ct Lloyd Henderson ,t-!N-o)' I..... ' -·' Cb &h ES:MH&BP:acr:3-14-77 ·. , •·. -. �Page T\•10 ., • ! ·:. ~ •• 'i • - .. Attachment 4 LO\•le 11 , MA more quickly; processing for proper placement sometimes takes a11 year. 11. Need for more school psychologist and social workers. 12. No standard curriculum leads to a variety of subject taught and stressed. j- 13. Poor and incompetent Special Educators undo what competent Special Educators have done! i4. Meedfor more classrooms for special needs students and faster placement for children awaiting services. - 1nserv1ce • • t ra1n1ng •• ~- ir1,eed ror . 1~ . ·1c:. V• .. . . ·.• Lack of i;;service training by State Educati"onDepartment to teach cla~s-rccrilteache:s how to meet individual needs of pupils with learning disabilities in the classroom. 17. Need for more personnel as some teachers cover 2 and 3 schoo1s and ti~e avai1ab1e for teaching is too short for "'"hos1t:! l..t:~-; !:=! ,:) • -'----t---- 18. ~1 • • t r1. s-c: . .,_ . +'L.?"1e. • •- d •h "eec ro:--a psycnome L.O.,_ L.es-c cn1 i ren ror 1: e L &D Prcg~2rn. ~!eedfor standard curriculum to basically cover each perceptual area and it will Prr:::,r:~.::a .......... 19. ,._ ·•-:·: -·· .. .c.-..-:-i.; ,.: ~,, ·.J n,~n...... +r.~ \• 11·..... ' t... • 1.- <y,7':::::m _, - ..--•··· More special education teachers and psychologists are needed as :i;ar.y children still \'1ait months for testing ,a.--"'o.n+ and .... ~ ' 20. • ...,. .. • \...~n ... ::'-• .. -.;:-• ·- • • -. ., .. -. The teachers bat.hroom/restrocrn area and th.e end of a corridor are u~ea for ~pecial services. �r. APPENDIX • Special Education l. Failure to implenent uniform, nondiscriminatory criteria for the referral anc ~lace~ent of st~dents in Special Education prcqra~s. Even though the Director of the Special Education Program i nfcrmed us that there \\'ere criteria for the referral and placesent of students in special classes, these criteria are not followed uniformly or consistently. •. .. .. The Specia1 E<luc2.tionProgram in the city of low2ll houses a tot2.i of 1261 students in the follov:ing programs: 1. 35~ -2. 22 10 ··• 401 3. 4. 438 6. 17 7. 5 14 8. Th!') '··- c1::: --: I-.:);._ ':;-::~-:• 1--"•' ::--!'~,:T.-i ---•••• ~t~r. ._...,.,__ ~-.: -.JJ +-h:::) !.r7~ -~ .... 11-... ,,...,yl,•::J..,., :>1r<>Cf-.'""'t..,... c-,:... ·..,.V• Special Ed~c2:io,. indicat2d a total of 1251 students •• '"lE' .I.' •• enro 11.e~~· 1n tne ~pec1a, auca~1on programs. Rev1ew1ng ,,._.::, ... _ ··o .J::O"nd .I.ha·.... 11 ::, L..::, YeI <.. • I.., l. • t t.e-e ~ a. - ·t!o date was indicated"fcir a Coie Evaluation Team-~ (CE1) j;1eetins in the: case of· 287-students. ··These:··_·.· CETmeetings must take place prior to the place~ent of any .child in a special education program. b. b. T\'/o hundred eighty-nine (289) students \':ere placed in special education classes prier to having h~d a CET~eeting. c. No date of placer.'ent \•;as given for sixty-nir.e , �~ge .. T\'to ·.' {69) students. ~· ~-t:. ;. d. No record that a CETmeeting took place at all ri or to l acer::ent \'ias found in the case of t•.to undred thirty nine. (239) students. e. Fifty-three (53) students \-/ere placed 1n a special education program one year or more after a CETmeetinq took place. f. Thirty-eight (38) students viere placed in a special education progra~ one year or more before b • ·• • ... -:?{:·: • ·a CIT meeting was held. The following charts indicate the schools and programs in which these violations occurred. . :·.;~;::.>;:"- .. . --- . ~; ..~.:..:-....~~-· ...... --..... . ...· . ~-·. ...' . . . .....: .. . ~ .. , . .. .· ·- .. . . ·- - .. r : ...t r ' I �.....-, . .. . . . .. ······--· -- . ,. . . ••• . .. • . - • ~ @ -·· .. - . ·--··-- . . P@ Three Earl Sharfrnan Lowell, MA . ·--- - -· .... ----· -· . . Di:. . . . .. .'. •- LOPROGRAM . ; •~ ~ '. 1. PLACED PLkCEDl PLACEDPLACEDH'·'ODATE no RECORD PROGRAVi , T• BEFORE OF CET YR+ AFTER"R ~IITHOU1 PRIOR OF CET CET TO CET PLACEME~lT CET 1 1 LO ee , 1 I 2 LD i1ey l l 2 2 i ;,.vi...u c':<.t=> ,_v.;.,1e Merr{ LO 5 8 1 30· 30 I LO I fc:s~ington 3 5 LO I 1-ob1nson . 2 3 LO I 2 -~cAvenue 1 1 1 1 LO I 1 {art1ett 1 . 2 1 1 1 LO I !ut1er • 3 2 I. 3 LO fhaugnhessy ** 4 3 2 2 I 8 2 LO fa1ey Jr. ... ". '! 1 1 LO II ~~11oy. I 1 1_u r 1 i _;.1vers1de 2 •.,-. ~,. n I LD I ...: ·-vne ., I . 1 1 LD I I ... . .~OQ~ -. II LO • i iJ._... I! l 1 •. d LO i ;:Ja~ • ..t"'-•l •' , 1 3 LO 'i r,oody ur. II I 2 LD ~crey !f 2 ! Ln .: arnum ! CHOUL ,- .... __ t, I ,,. I ~ I . l I l I I J I ;J - ! I I 1 I I :.., 59 I I . 18 12 ... . . . ** 1 child placed 9 years after - . CET . I . ... 20 13 �l.. ... ' ~ . !Page Four Dr~ Earl Sharfman Lowell, MA RESOURCE PROGRAM :OOL ~~.r-~. i;:-. iot .. ert er.ha1ae v :Prep Ctr. coln ·:' -:.:Morev., ers:ide I inson • , --e11 Hich v • -··.'tlett • .,.onne11 ey ~~ Resource Resource Rescurce Resource Resource -~11y .. : \·· t:g,~_... :sy ia I l 1 25 13 3 Rescurcei •• • ----+-, 10 --------,-,----t------:-, ~ . '11;___ • ·11 12 Resource, Resource!' Resource 1 Resourcej • • ,.er-s • • -·-: • ·nt.."'.i • PROGRAM PLACED I PL.A.CED NODATE tlORECORD PLACED 1 YR+ PLACED 1 YR+ OF OF CET AFTER BEFORE WITHOUlPRIOR CET TOCET PLACEMENT CET .CET. Resourc·e 3 3 3 3 Resource 1 1 1 1 Resource 4 4 l 4 4 l Resource 2 2 2 2 6 Resource 32 32 32 Resource 3 1 3 3 4 l I 1 1 I i ~~ 14 ia 1 1 25 13 3 10 12 14 i2 4 18 l l 25 3 l 9 6 3 3 2 I 1 l . 1 13 3 10 ----;-,------t----~-- 4 : P.LS .•••••••••••••••••••••• ,~l •v~ 156 154 20 32 5 BILINGUALPROGRPJ\ l Y).+ •• PROGRAM l PL.~CEJ! PLACEDNODAIE HORECORD PLACED l YR+. PLACED OF OF CET AFTER BEFORE 'ci'IEI HOUilPRIOR TOCET PLAC8·:ENT CET CET I .. 1 1 O.LNUMBER!11 £NGUAL PROGRfa;,; ..... 34 22 1 8 LANGUAGE COLLABORATIVF ~ iot ! 7 ILAtlGUAGE I coiLABORATivi 2 . 2 10 \L\. .BER Itt illAGt: COLLABORATIVE. .... ; 1O . .. I 6 �_ .....·- ·•.. . . Page Five 1 Or. Earl Sharfman Lowell, MA '. , ; •.; DEAFCLASSES PLACED l YR+ PLACED l PLACED PLACED110DATE NO RECORD PROGRP1'1 AFTER WITHOUT OF 8EFO:PRIOR OF CET . CET CET TOCET PLACEMENTCET liOOL -;,_ ,.. .. . :...·· . ... ir-tlett :·e-School Class Deaf 1TAL NUMBERIN :AI-. PROGRP.H ........ ' •.... 6 2 6 6 2 7 -17 :lTALS.•·........................ 6 8 ....... ; ...-... .. i- • ' ..... 8 • H0/·1ESTUDENTS . PLACED,., ''0 DAtE PRIOR OF 'rE•·~··r' Lf-'..... 1·:~:•t ·i TO CET -, RECORD i•l"u \ OF rE•I ~ . ., ;)TALNUMBER !H ' c:11 •nr-i,-l i.'1 UvC.l\ 0 1,•E i 1 C: \1-1·;:, .. •'-- ............. pon!~:..;~1,i ,,_,_,._, ♦ • • •• • • • • • • ................. ;:; .._ - 4 '.:. VISUALLY HANDICAPPED .. . .. ·r~HO. OL ~ - .. . • •• 04 •• . . .- :1 YR+ PROGi<.AH ! PL;\CED···PlACED__NODATE• t~O RECORD·PLACED OFf WITHOUT~PRIOR "7. , __ OF : .. _ J\FTER CET TOCET PLACEMEMTCET ,----~---'<1,r.-:1:---:-...,.......--!----=:...=..:.--t-_:...::~.::.;_-+-~~=..:.::~-i--....::..:;::..:__+----=::..;_--+---...::..::..:. I. • ~~1suaIIyl J: _,_n_e_r_a_n-_L. _P_r_o.=_g_r_am--1-r a nnLl_ ·_i c_a..:..-P..:..r:'i-:i"_d--=-8----.. __ 8:__._-+-- __ 8__ --1------l------~---- 8 I NUtlBER Irl (SUALLY HANDiCAPPEO ...•..... j}TAL 1 JTALS. .... . -··· ; ................... 14 8 8 8 8 CET I PLACED BEFC:: ....I Cc- �Page Eight Appendix Whether a full core or intermediate evaluation has been recommendedand of the right of the parent to a full core evaluation, upon request, regardless of the reco""~endation. l t l! 4. The date when the evaluation will beain and of the right of the parents to meet, with o~ without their child, with the chairperson of the CETor a designee of such chairperson, prior to that date to discuss the reasons fer the referral and the nature of tr.e evaluati.cn including the possibility of a home visit, with parental consent. 5. That they have the rioht to be present at ar.d participate in all meetings of the CEI where the educational.plan is bein developed and written and that such meetings will be held at a mutua11y 0 • ~h-~ •ho1·r rr.' ""'-> -.! ,·~ct also Cor.von~-~~ ~1·m·e an~ ~1a~ has the right to be present at and participate in all ' . -,.. moc'"--~s Su r._,, !t--f..oil:::f • t,.. , : y. •. ·.: .. : .,. ·. .•·· .... ,,t,:;:;1•-l.l ,-},.J LC.L.l.1- . ,. ,. o. -, . ..;+-:;..:.: ::.'-'• ~-~·- includir.g a recc~~endation or a. .:)r-" ca+1·on"l r.1~,, .:,,...,,,.. .:.;,a. -'n1· 1 a' s'n"1 ~1 b-<:.' lu, I 11 ·--- 1, "" 1..1- ;-•-•• 1..1 > ••• , ~.' ' 1 v:or:--:.1i1G , •• ce:11:::1:2-: no 1a t er ........ •...n=.n tn1rt.v sc:iGO, ca 'S af~er the of the notice letter, with specific rere:--2nce to the date on •,·:hichsuch thirty-day ...... .. oerioci e~:,ires. . . . :- ;- ~-·:\ . .. ...-~· Gate • 7 , . an approved facility . . t any s;:,ec, a 11 s s. or, at private expense. from ~ 8. .... That the -pare-nts vlill be sent a .\•1ritten notice • containing ·a thorough explcnaticn of the results of the evaluati.on v;ithin te.n days .a.fter ...i.ts. cor;:;pletion and that such notice will i·nclude a ~opy of the proposed educational plan and a complete statement of the right of the parent to meet with the CET liaison person, to accept such plan, to reject such plan, to resolve differences of opinion du~ing a required thirty-day time period and to appeal •• as well as their right to an indepe~dent evaluation. A state~ent of the intended placement of the child during the evaluation process shall also be included. There was no evidence that the parents had had .the opportunity to r.ieet \•1ith the Chairperson of the CETor such a designee prior to the date of the evaluation to , �Page Seven • I Aopend1x· Failure to adopt and i~plement uniform procedures for insuring that children and their parents or guardians are guaranteed procedural safEguards in decisions regarding identification, evaluation, and educational placE~ent. 2. In addition to the review of the class lists and information submitted to us from the Acting Head of the Department, an on-site visitation to the Special Education center took place during the week of tiov2mber8, 1976. At this time forty two (t;2) folders of students enrolled in Special c-' • d by m2rn bers o,.c my SL.aTT. • -_auca.... ...1on cl asses v:ere exar.nne These folders belonged to White, Spanish, and Black students in the district. It was difficult to determine the ext2nt of parental participation in the referral, evaluation, p1ccement, and preparation of the educational plans. Although parent signatures were in scme of the educational flans in the folders reviewed, we could not det2rmir..e if the parents were pressnt at the CET or to vihc.t extent they were aware c.nd involved in tr.ei r child's educational program reaardino soecial needs. . . ,, ... ~ x'.- . . i-~--- .. 2. • •• r._ ·:· b. . ... . -. -··-·•. ..,,_. .. ·._. · .... .. . .. :. i 1•--· -A-•• -·-··--- . I R2Es:~s f:~ referral ~ere missing in.twenty (20) of the -;=crt:1-~·.-10 (42) folc;ers e:<c.miriec:.Parenta.1 car.sent before a psychological evaluatibn was not included in nineteen (19) of the forty-tv:o (42) folders or the consent was not dated. Therefore, it was difficult · to determin~ if parents .w_ere.i_nv_olved~ • ••.:, ·- .·•....• ··: ·. - . ~ Dates of r--eferr al s to the Deoa. ~,.,ent of Soeci al Educc.t-re;.1v;2re missing in twenty (20) of the -1-,..,-.:..,_._~,-;ut,l?) folG'o,...,s ov;,ri,"1-r:cr{ Sc•Jonf-con (17) v: ... .... ,. ,. ·._ of tr:2 t\-ienty (20) folders i:1issing referral dates belo~s2d to minority students. ~ '• . ... : • -:-=---: •. ::-~•.. •..- ·.\:~: • •··--:: ·::.:~:. ·_. None of the ·folders .r-eceiveci.c·ontained a notice to parents informing them of the following re~uirements: l. Th~t a .referral has been made including the na~e and position of the person makinq such referral. 2. The nature of the evaluation process including a description of the specific assess8ents of the child that will te conducted. I -- ·.... .:. �~ . 1 ..... - ... 11 :: I . (fJ I!Ar:les IiRcgers •j Varnum l!Sartlett IL. : 1ncoln ?awtucketvill ! Sp. Ther 1 I 1 (. SiJ. liie:f Sp. Th2:- l 2 3 ., 3 2 2 3 ? ..., ,~ -• C l ! • 1~erj I ne ....J t I t T~erj i;_, t 11C: • ~ r, t,1 Riverside .... , So .. -_:.1;,,,,,..! - • t l Butler j'J 1 So. Ill- I Sp. -••1 ,._Cl.,.. III 'P ,,.._r· ... • Sp. -·.I 1.:_.....__I IIt .:)p. in:rj ,"."',\ , • -- .J Cc::,,...ra, i .: Oak1and 2 2 2 I So. ' . . •.· 1 ~ . oy •. ! u~· . ... , . 'f . iff· • j! ~ •. ngton t ., 2 Tl-,o.,.. ! Sp. Ther• 1 ' !J L~ura Lee \ . 2 Sp. n: .riorey ;;cAve~ue l : ne~ 11lJ1 , j\ \ Six ... Sp. uGreen ,;Shaughnessy .. ~:Em.1 Sp. Therl iMiddlesex Villa;e ·" _ Ii Pine Street I ~e ---•-"-••·--- PROGRJ'.11-1 PLACED PLACED1~0DATE llO RECORD PLACED 1 YR+ PLACED \i/ITHOUT PRIOR OF OF AFTER EEFC. CET TOCET PLACEl'iE/ lT CET CET CET Sp. Ther Sp. Ther Sp. Ther 1 l 1 Sp. Ther Sp. Ther 4 4 4 • 4 Sp. The: 1 1 1 I Sp. Ther Sp. Ther 1 Sp. The:j1 jJ.G. Pyr.e ·'jColburn 1 r~ 0 Ccnne 11 .. --· .......----·- ..·---- - - SPEECH THERAPY !E11iot : - 'lo\-ie 11,. MA ♦ \Moody . . ' ~ SCHOOL• ' - ...- -·-- . Or. Earl Sharfman • l .. I~ ' . . .. -- • -- . • I Sp. Th:;! •• j ; ,.D• -~ • j ~~:II:: I - ,..,., 1 "t:. ~ 1 I I • -, ;..- - ,.. L·..J I 9 20 2 1 16 9 20 3 2 .... r I �.... ~ .- .. ·- ... ~ Page Nine discuss the reasons for the referral and the nature of the evaluation including ~he possibility of a ho~e . visit with parental consent. There was also no indication that a notice was sent to the parents containing the following information: l. A statement that the evaluation ha~ been completed and that the parents have the right to meet with the CETliaison person and the Administrator of Special Education, within fifteen days after the notice 1,-;as sent, to eva 1uate the adequacy of the ed' 1 "" .....:"n~l plan .• 1..!'<--i...1v,.=.. • •. A copy of the educationai plan or a statement that the child is without need of special education service.s. ..,. 'J A stat2::1e:1t that all pc=.persr"eleva.nt to the e ,,,;:::P:>-:-~nn includ1'~r; -f-h;:, +::,.vtc =>r..-1 r::>S'u'1 ...s n-f th-:: actua1 assessments, are avai1ab1e for inspection -•-'---•- ) •• 11~ .,..;,_ ,_._,,..,,-J t... •• - ._ \.. ..... • or a aes,gnate, ' • • d rep:-esen'-c.t1ve .... • - t he by •·~ne ·parenTS OT -~,-c...,-, J-'-• A 4. -ll~. • •h . in t.,::: event. an eouca ...1onc.1 o• l an 1s -p~-r~-~ ~v ~~;:,oar-n~s , -ut'~.t,.':::·..i :......., c:.r... > t~cr~ ...,,_. ,_ ,·- .::> a •n'ir~y t... - a'::oy (,.;. required time period, to allow fer efforts to resolve diff·e-:-e:i::=sof opinion through ir.fo:,,;a1 discussion; _ and that during such period, the parents (or the child ~her~ ~~e c~11d is eighteen ye2rs cf age or elder) shall have t~e ri;ht to meet with the Administrator of Special Educ_~tio;; or the chai rpersor. or any memberof the CET, or the entire CET, to try to resolve s_uch •di ff ere;..:2s,. and ..th~t~ the_ CET ..ch.airpers.on or :-:.--~ the parents ·:;,.2.y'.request ass·fs·tance·..from·-the • ·· .· Regi ona1 8r ~-nch:_O.f fi c:e ..of..._the. Division. " ft ,.....L .... .:.. ...,_ ......... ~ ~ t.......• ~1i.._ L _J ,..., .::.1.oc.~::=::,:::,:... 1..,1c.t, •• 1,.. • , 0 ·: ·- -· '.: : ••• 5. A statement of the specific: choices available to the parents (or the child where the child is eighteen years of age or older). 6. A list of the names and locations of facilities which are approved for conducting independent evaluations and of the right of the parents to a choice of facilities. , • : •••••• • �, ·. Page Ten '' • I -~ Appendix . !-~- 7. A statement detailing the entire appeal.process and hearing procedure, including a statement cf the placement which will be provided for the child . pending the completion of an independent evaluation and of the appeal process in ge~eral .. There was also no indication that parents have the opportunity to: .. , .. 1. accept or reject the educational plan or the finding that the child is without need of · special education services. 2. To postpone ·until the completion of an independent evaluation a decision on the educational plan or o~ the finding that the child is without need of special education services.by r.oting on such form . their decisicri to postpone their decision and to • ' d + 1 .... ., • h'"' • have. an 1naepen en .. eva ,ua ..ion o, L.fieir c ..11G (specifying whether at their own expense er at an approved fa.cility), and by sending such fo"i'iiito the schccl co,i~.1ittee. To ~ 3. To rejec:: the educationci p1a:i or the finding that the c~i1d 1s without need of special education services bv nc-:i~a and their - en such from such rejecticn inte~t~o~ to have an independent evaluation of their• ch-ild (s\)ecifyinu \\'hether at their o·..inexDense or at c.,...::,-,--"·•..-=-ri f;:,cili-+•/! ar.,., bv s=-ndina ,vch form to the schco1 ccmmittee 'r:i thin the time specified. ~ • : ! . j ' • - .-- • .,J • .;:J I .... ..... - .__ • ... .., , ) • • .... - '-. • ' • .., _, •• It is diffic~lt to determine hew the school district w~s able to cc:.:p.ly.\•liththe p.rQY..iS:i.QD~.s~t-~p_fcr the parental involve~2nt ·in.the Special Educatic~ program when the class lists submi.tted revealed that at least 236 students \·;ere placed in a special education pro·g·ra-rri· either the same day or the day after the CETmeeting took place. Class lists also indicated that no specific date of placement was given for 316 students. Only the month and year was recorded. f , �I i r . ,. •' ' . Page E1even Appendix 3. .,. Failure to adopt and implement procedures to insure that test materials and other assessment devices used to identify, classify, and place excepticr.al children are selected and administered in a manner which 1s non-discriminatory in its impact on children of any race, color, national origin or sex. According to responses given by the school psycho1ogists, there is no uniform battery of tests administered to a child referred for an evaluation. We~ere told that the number of tests and the specific tests given depend upon the nature of the referral and the student's age and attention span. 1;!e were unable to determine the criteria used in the administration of tests to students within a particular program. In our review cf Special Education folders we found that: 1. Six (6) students were placed in a special program after having only one (l) test. 2. progra8 students were placed in a special Seven (7) . .. .. . . .. . .. ,....:.h v ... '1 two (2) tes7.s havi ;ig ueen aGm1n1s~erea. r.1.,_; .,_,. ' .. ~ rl-!1 I ~.,J One (1) student received the following tests prior ,._~ -•----~n~ s1·v \.1 ~\) ~-,+s 1·~ 1 57? T-ou-('°} ~-sts ~i-::.i...:::::, ...... .;,---- --cnree ., . (3) -ces~s . . 1n • 1°-· t es1:s. • ,n ..,/L:.:ana a1ve :, in 1975 fer a total of eighteen· (18) tests in lt.., A V L~-~ II i _,, I .J 1~/..)) ,:• '""':' \...t;: (,...) stu:ent ivas given twer.tJ-seven (27) tests befcre placement in a spetial program. Wewere also informed that testing is only a small part ·of the eva1ua-t:\ve·:p-ro·cess ;, Y.~:t_ ·vt.e,'ttere unable ~to·:Petermi ne . ·what-other factors. we-re·.u·sed-:in·-the...e.va1uation of. a, :student·referred· for 0.Speci·a·i. -Ed.ucaticn.__ :. ,... ·: ···:.._;__:.-, :'-·:.:_:. The following assessments are required prior to .the placement of a child outside the regular classroom for more than 25% of the day. 1. An ass~ss~ent of the child's I educational status by an �-·· ·----------- ·--- -···- ....:. -t ,. • • .l :l_ Page T\/el ve • 1 ... Apoendix administrative representative of the school department. Such assessment shall include a history of-the child's. education, an overview of the child's schoo1 progress and a state~ent of the child's current standing. '£ If -t.. ~;. •: -f:., . 2. An assessment by a certified or approved teacher \'1ho recently had or currently has the child 1n a classroom or other teaching situation. 3. A comp;ehensive health assess~ent, 4. An assessment by a psychologist, including an individually appropriate psychological examination cu1i1Tfnatingin specific recou:~2ncaticr.s, based upon . . c:ii ...-~d' • 1 ana' soc,a. • 1 'n1s-ccry, • • i:.ne I s devel cpmenta• o b ser-. vaticn cf the child in farniiiar sur;cundin9s (such as 1 ~ ·-.ic:.~~i"" _, ~.---,-,o-) :ie ~ ·iii , senso,...·· i;:, -ot· ,.,_ I ar.-u~,.,., • •~ a.:;-, r ...,..-o... t..ual , cogn,·~,·vQ _;~-c~~v, a ~•-n•~~-~1 I. .. :: ... 1 u 11a , ~ - , Cl! I :: t. I • C , att1· • ~ ... !..u~,-~~1 Id l I~ , 1 c::;::.1~-i':""i~r'!•~ ,·nter"'or<:-n-1 l-.on' ...... ,· O.,,.." ,· n.:..::.ros-'a"'"d a. ' !.Jvocaticr.~7 factors, in regard to their maturity, irit2~r-ity and dync.:ilicinteraction within the educational context. • ::: by a physician, as prescribed by the regulations and forms on physica1 examination of school children by the Depart...er.t of Public Health. 111 '.Ji 1 .._:::_ , 1. ·....: . -- ..,. • ! d••-.:-, ,-:- -iU ,CY l .. ', .1.,,..._ - t.., ll C •· -::.-.. 6. guiccnce or adjust~e;it counse1cr of per:1nent fa~iiy history and hc~e situation factors including, with prior written parental consent, a ho~e visit. This ~ssessment shall inclu9e a description of pertir.ent.-:family.-history. and individual deve1oprr.erita1·: hi story and: estimates." of ..adaptive- behavior ..at home-, -• in the n.e-i:gb.borhood~and jn_local peer groups. Estimates of adaptive behavior sha1·1 be based to the greatest possibie degree on information obtained by direct observation of the child or direct interview of the child in the neighborhood setting. Ee.ch Any additional assessments by specialists. specialist providing an assessment co~ponent shall , I . �.......... ~ .... Page.Thirteen J :, child a professionally sound, comp1e~ and individualized examination or assessa:ent, in the ccnt ~t of the child's physical, deve1opw~ntal, social and educational histor; and curr2nt circumstances.· give-the suitably 0 7 ~ Each persori cc..'"lf)letingan a·ssessu1,::ntsha11 surni:r.arize in writing, the proccdure5 employed, the resu1ts and diagnostic i~pression, and shai1 define in detail and in 2dur~tionally ~levant and corrrr.onterr.is, the child's ..J -• ~· ••• •• neeQs or'!':;r1ng e.xp11c1 .. ceans er- r::ee1.1ng u,El. •1 a. pres_. iptive el~ents • •1as •l ~~.riCf11 n==>. .·.• . .· . Such ~-irftten sumary sha 11 reccmnend any ne:d2-:i to meet the - ... . . ... ... . -... -.... .. . - , ~:--y .. :,a n"r v, ..:..:....c. --~~~ '-Jlye. . .....,!>;.. ~n2 approva1 b-ewaived 1•.::; I :111'!1 .::--;::)s--en""- o..;·,::"'"'t'-4 ♦ t-,C::•ti. -~~,..-,.,-i,1::t, ,..,_.:. .:)lt; .,l.., 1· u - +\..-e ""'~,. . opi ni::;n 0f t.'1e person doing tr;z schoo1 ass.ess;;;ent, has b~:~ c-.::~l2ted durino.., the si~ rxinths prior. to . th2 t~i::E of the schedu12d schco1 ass2ss;;;ent and has .h=~~ -~re~••~, . ·1 a" 'l;., o- ... ,._. SC~00 • 1 • ~~ d •-• ~ ~ne • ~~-•• ,.,___ -1. \. O .~o vH- ,l : , _,. 11 -• p2rs~~ ~ho ~nductcd W~eequivalent cssessw~nt (or the designee of such person where per:nitted) agre~s to attend tha·meetings cf the CIT. .. .... We found t:iat·.t.'le .dis_!:rict ·ha?. inconsis.tently . . .. .. admi.nister2d the necessary µsse~s~ent~ for students r2ferred tor Specia1 Education.: , •·. : In addition to cvr findings, it should be noted that there were ccmuents and c~:.cerns made by some of t~e teachers and administrators in relation to the Special Edu:::ation programs. Attach~ent 4 indicates sone of the concerns expressed. ... OF;:'IC~ - -· I I I I OATC: . SU RN AM£ --~-. I 'i SU::l!-J ).t.tE Or'FICE I I I • -1 I OP.TE orr,c~ l OAT~ SURN,\ME: I I I I I I l ! I I 'I I �EXHIBIT "2" �,• .. ... •• •·" . VOLUNTARYCO~lPLIANCEPLAN i'llRSUi\NT TO TITLE VI •t ·. .., • ~ ,.. --. .. Of- TIIE CIVIL RIGHTS ACT OF - • l S-··- ,. 1964 ' LOWELLPUBLIC SCHOOLS, LOl'/ELL• ?-l.\.SS. FRGGRA:~SFO?. ::,1 UDENTS0~ LI;-HTED E!-:GLIS:i-S?EAK!NG ABILITY t • 'I : .\ I .. !. ..... . ... .- l \ .. f, t 1 i• j :3 ~ ~ :I A ~I: i .... I\ 1 • ,:~ ;; ,.l ~-lo\YIS, 1977 �·---······- - .. • • • ,,_ .. .. • • of Identification Students District Dor::ina.nce of. Icicnti I. 'Pri::;.ary /Iionq LuJHJU2.<JC of Dcter~in.J.tion of L.:1.n~u~qe f iec.l StuJents ............. . t!1c P.::-oficiency of 1,a.n0u2.gc Detcr;71ination Ident-i~ied Stu<lcnts.~·············· II. Instructionc1l III. ,.,., -i s'n-s~"'~ En •'J--J. ~J~-r of • • • • • • • .·.. • . .. . • • .....• • • • • • • . . ... .....I • ........ -...... •··-· .......... -.~- .- •.•. ...... ....... --- • • • • - . -. . . . . . . . . -. . ,_-; nrr:J -1 .. District IV. • ~ • Ins ....,....,c.,.' '"'n..,1 r:r-O0r:-nns v. • t,,._,__ lo.4 '- ..:_ \,.,.' (.1. - • In vol vc:·1en i:. ~Y- V .J.. . . . -- ......• • .... ..... - . " ..... "' _,.,._aa.enoa. VIII. Ti<n:"") .l,,..J-~·t,..; • ••••••••• - ..................... - ••••••••••••• - • • .. .. .,• - ....··- . -··· . ·:--; •.;,· .... - ·---. , • •. 7' ..-- • • • • • • • •• ----·- ... -•.:I•• ... ••---••- •, �····---- .. ~. LOWELL PUBLICSCHOOLS rt.~. .. -~- .. 'l'hc identif L~ng'..lasc ic.1 tion of the of District P:: i::1~ry /Eo::-.c ~tudcnts of Langu~9c Deter~inntio11 .. .. u~<l tr.c Dc~in~ncc . (us ar,plicahlc}. OB,TI:CTIV;-; 7o i<lcntify l: • tlist:::-ict st'..lclents in the acquired or ho::1c language t'.1c nu~hc:::- of t·:!1cse fir.st ot!1cr is i~an r:n0lish. the ·?ask i 0 -· Rcnucst .:ill district lies ::zi::-ii - -· • c:c;·ooi ·with .- ...,.__ .:....., . .?i..~pendi.:-~ .J\.) c.esigne<l This questionnaire .lanc_::~2.sc) • will und .. -..... stu ..lcnts to to by district (in be will: c1istr org;:;.ni7.ccl by ci\ch the . staff. appropriate iL-u t.cd, collcctc<l, 1.>uilc:inc; princip.:il. - .... for~nrdc~·hy .. princi~.:i.1~ !:>v ,;_Lanr:ua&c Su'rVC)' ' .. - ... . ,.._, -- Team • .. ') Oil,l EC'l'IVE .. To de tcr.riinc . . lnngu;:igc of ::;tu<lcnts in tlic· from t!,c ..lo: 115.n.:1!1 t t.li~ti:ict !-'~ 'i'.:i.sl; 1. 0 ._ . 1.1 f-cnt1.C":it clcncn t:1r.v ~ cl.:\:.;!:::-00:-: ~c.,c!ii.:-r-:::;, �.. .,. . ,· • -- .... - ... ✓ honc:::-00.1· Juni~ tr..::icl:cJ:s, iiir.!·: rfF .:1n<l 't...,. l!i~rh ho~croo:-:. to Sc;-:<Jt.il tcucl:cr.!.i rc.:~pon<l for • for the distribution, stu(lcnt c'.l.ntl collcc~ion, • Pz:-incir,;:i.ls Hill t:-:cr:. to f.or•.-:~.:::-<:.t!lcse:: .L~~guage Survey Team. • . .. . .. • ' , .... • ,,., . .1..nc results of -------···--·- ·- ----- the ,., . ~sscssncint - ':i'o ..J • for 1 c:.:nrq;,:ioc .. C. t. Sj)C.'.}: c r.·s ••6 f t!1.:1n r:nc:;li5~_,. !iultili1H1,!0l one .. l\~:.i-~t the inplcnentatio11 . .:1 . .. l.:1n0uisc/s o:::- Hilin0u:!!., spcc1.l:in(! ;-,o.::-e tb.~n C(!Uitl case .. 1.2 . i21structio11~l ·-._. , )1.'= ..-Prcc.:!o.1i:1.-=in other .. uocJ.nancc r.~nnu0n,~ l.:i.nqu.10c \·ti th .. ·!'::ttt"\;(:V '.'.',!i1:'\ ·-· ---·--- --·-----•·••--- of i.e., in the '< ! u ..... .•;tirvcy· _ , c·" .,..: t •, ~...•• ~--~----·--• y ... ,.11ll .. �·- ...-·-:-·: .... .,,. . . . ....-......... ~---....... ·... ·-. -· -----·····./· :-.-· -- -: .......... -·· - •"- • -··- .__ •' ,. • con!:i:..st oL.. .. ·. Sl)CCi-:.i.lists lan':Juagc ~ ..., . ... .)··-.. .:i.s ncc<.!c1.l. • Subsequent . ·.• to the ·validation~ stu2c11ts ·Luu Catcc_;orics Par en ts adtlitional .7\, cross ,~ill ~c placcJ !3 or C ·::tccorc.!in~rl:y. be not if ic.:1 of ,-:°ill in t!1i!"> • •• __.,, fi;'lsscs s.ient nroccdu.::-c. .' / ~ .• ·,·· . ~L • r .1.c.J. • • t:..on • _,-... th a t 1:;11.s not.:i. • .... . ./ . Tests ... student's tl1e under is • 1 1 ~-1:..._ none/sc~col_co;.~unicntion for ~nticinatcd ~ • .:i.ic l • ir. • ~n<l involvement inst.::-uctional <l6vclo?rncnt cons~tl2=ation . . . ..:-: ·Y· ••. ... It -__. , r;-,~.~~ __, ,,_ . . . . .. ..~. -'"~ ~ • a . Crane Oral language DominanceTest . •.· b. Dos ~ttigos Language Dcminance c. Bilingual Syntax Measure •.·,.•.cr-;.r :Ne,.,8(idford:. L_,n\gu·a·gyage Oomin~nc:e - .. :· . . .• - . . - _.. :other tests :.a_s·-available: •• ::~; __ ·-e·;- • 1.3 Continue to -dcscri!)cd .. for utilize t!1csc procc,?urcs i1.1cn t.if ica tio:1 anJ pl:1cc- : ...;. . . lT\Cnt of these . -with liT".i tcd stuucnts nr-.cl :lC\·] arrivals Enslisl":-s!)c2ikinci .• • .. • ... ns �Determination of langu II P_r:.rificiency f~r Cornplionce 'I":, ',,- OBJECTIVE 4: To assess and interpret the . Language Proficiency (Listening, Speaking • Reading, and Writing) of pupils identified as monolingual non~English, predominately . . . . ... non-English and Bilingual (Lau Categories A, Band C). This process is necessary in order to prescribe an appropriate instructional • program. To accomplish this, the district will conduct, mainiain, and raonitor: Task An individual diagnos~ic profile of ----.·--... .:__.:,·-·--·coqni ti ve n2eds for .stuclents i r Lau 2.0 ., .,.__, ia::,K A native language proficier:cy assessment 2.1 ·assessf:!ent for students in categorie•s A, B and C. Task Placement of identified 2.2 students at the appropriate level of the Transiti6nal - . •,. .. ·.,• Bilingual Education Program at the • . .. . Grades ·K-8.Level·. ··. -. ,r• ... - .. ... . . . .----•·" -·. . ...· Task·· \.•;'".· . ·:. : .._.. :._.,.., ..• 0 ·:: ~ • ... , _._. ... -~ .. ..., -· -... .-: •• . • •••·· ., • Pl ~cemJ~·{ :6~f\dehti·f, e·d·students ; n an 2.3 appropriate TBEProgram which will involve a cluster of teacher~ working with these students at the High Scf,ool level. Task 2.4 • Students in Lau Categories.3 and C who • are achieving within the ·noi:mal range in the basic skills \ mainstreamed. I - .. · . ., •• ,.,. • in English will be •.· �Task 2.5 An instructional program will then be provided comparable in scope and ,. sequence to the program offered to all students. INSTRUMEHTS UHDER CONSIDERATION • Jests which may be used to measure the 1anguage·pr6ficiency of students and which wi11 be useful in prescribing an appropriate educational program in~lude the following: •. 7 ; 1 •• b. .·..... ; .· . c. California AchievementTest (English/Spanish). d. Lcc::11y developed instruments . c. C::-:7:~~cic:tests in other la~guaqes to inc1ude Portugtse and others as needed. f. Other tests as av~ilable. - 4\, 1.;~·-· . •, • :::·: . ::-;- . . . . ' •• ,. :·~ ~..:. . .. -. ~ :·:-· • . ·: - ..- . ... ·.. . .... .__. ··.· : .';: - -- .. . .. -· . .- �.,, Instructiona1 Pro9r~ms for _Jdents ("uf Limited En~lish-Speaki~g Abi~·•tY. Grades K-8 , OBJECTIVE 5: Given the diagnostic profi1c of cognitive needs of students in Lau Categories A, B and.C, placement will be in a TCEProgr&mdesigned to meet their specialized needs. A Transitional Bilingual Education Program (TBE) is one in which moie than one lansuage (in addition to E;;g1ish) is used for instruction. Instr.uction in t~e second language (Engl_ish}will . · ,.. d deper.G1ng •• on ..... ~r.e be in~rc~uce ··-' achievement lev2l equates with monolingual instruction in the pri~~ry language is no longer required. Criteria Identified for Student Selection: students in Lau Categories . . -:· A, Band C in Grades K-8 wi11 pe ......... -· - ........ --~·, ..- - .- - ·.·- .. p1aced"in a TBEProgram as detennined •• by . . their academic achievement level and English ~anguage proficiency. 3.1 Upon the completed identificatiori and assessment of language dominance, language proficiency and academic acl1ievement, the student wi1·1 receive ·-- �. ·.. ... . ..... rI . .- <. - . : .,- ..J Jnstruction .v fro- bilingual teacher and ... ,.;~ ~-=i addi ti ori«1 l oc«1 s taf·, . Task 3.2 Students will receive language instruction. . in English which will be based on district ,. performance objectives. At the same time, the student will receive primary language instruction for concept development which . parallels Task 3.3 . the English language curriculum. Students will be placed in a TBEProgram if their skills in English are not comparable to English Monolingual peers and they will receive concept instruction in the primary language. District Staff will coordinate the .. - : through individu21ized programing by a . :·. ' cooperative planning and teac!1ing design. , To monitor the oroaress of the student • v with limited English-speaking ability after the student has been mainstreamed. ~; ~--~ _· :~.~:-._·,-:_::··•Hiqfi·•school ,, .. OBJECTIVt 6·: the identified population. To place· the 'i-denti fi ed students in the appropriate program whicl1 meets their needs. • 7 �••-•• - ••--•• rr•-••-•• --• • ,_,. " •• ,.,. • •.-.~~- • ... •• _;] -• • _,, ___ ,.,. A T~E Pro~::bat :he lligh School ·-1:efini ti on: ... , •~-~•-••• _,r_,,_. level ./'=~-.. a structured ,_.,,. , .. ,_ is language acquis~;ion program designed to I teach English to stud~nts whose native language is ..• other than English. be utilized Primary language instructions' ,..,ill as necessary for concept developm2nt by bilinqual teaching staff. Task Criteria for Student Selection: 3.6 Indentified students (Lau Categories A, Band C) at the high school level will be placed in a TBEProgram with district • stiff suppor to include biling~al ESL, and other subject area teachers. It is expected that teachers will assist students to enter the mainstream and also·to raise ' ~~e~..,, ., ... • . "- •' . ; l - • : ar'n1·evp~ ~ lev e ·1 co~parable to their mono'~ ..,~n.. 0 1i~gua1 English peers. . • se 1ected 3.7 Task .. offered five (5) of instruction which will enable the student ta progress in English Language. The stud2nt wi11 e~ter the program at the phase appropriate to his ... ... . . . ... -...- . ... . . . ... . .• . ... ·- .. ~ .. . - • neeas. Deve1oomen·t· ~ .:·.~_·::. ••••,·•·' -·'·..' •-··', -·· ···-.·:..·_ .• ,. ·-:--: ••~;;···.·..-~-~-.• . • - ::·:-· -· :· Pha~e 1 • ·::·· ··:.-··. f!:-?·-:--·-· -·- .....:_·-.-...'". -;--_ ... ··:· .. -e.:.~ -~- •• - ....- -.._.. .-·-·-.· .. - ·' •.• -.·.-._..•__ . .. ..·, --- -~-- l •I I . I I I .•.--- This ·is thi be~i~ning l~vel of ·instruction ·which is designed for those students who ··ha,ve limited knol'1ledgeof English. • ,•. Emphasis is on the development of oral English; syntax . . patterns and introduction to reading; writing and grammarskills. l .. . ' �• • '• Development This 1s the second level of Phase 2: • Jnstruction t1hich places greater emphasis on grarrmar, reading, \•1riting and vocabularies building. - Skills stressed- in writing are dialogue~ description; _paragraphing and composition. with emphasis on reading for·comprehension. • • •. I •' , This is the third 1eve1 of instruction "'' ~nc~ s e 3 : . which is desigr.~d-;..forthose· students who ... I have limited Englisl1; The areas still of study covered in this course correspond to the Standard English turriculum but are presented in a ... manner comprehensible to·the student .. . . .:~-~~if_\~-:;~·with emphasis on .initial O ----.•.••~-~:---: •• ... •· • •• .. ··• ·• ·-• W •• •.,•:•-. reading H.~ •• ". •• of-_· ••• ·:.·· + :•: ••• •.·•·:··-.·• ---·r•·-. ,_-~--.:rl i tera·ture· ;-vocabu1a ry bui l_ding ,__,_··..c...· _ .. composition, phonology ·and syntax. . . . .., �.,J Pha~e 4: This is the fourth level of instruction which is designed for those students who are mainstreamed but need continued expansion of • vocabulary in context to increase proficiency in the areas of reading comprehension and oral and written expression. This is the final level of instraction Phase 5: which is designed for those stud2nts who are mair t streamed, but need supportive services to reinforce ora1 language· skills Courses will be·offered in the primary language of Task • s-cu • ... r1ents • • t•ne in +~ne . .... . . . . .. ..·. .· in ccntent areas. ,.. •. - follc~-:ing ~o - oroC!ram~••. '" i ,.;l:::. . .. .. - . -·· :>0:1 2. , ::>c1enc~ H- .<.i. -n-a,._; t'\0. t.,iiC:dt l,. I .. CS Science .Native Language Distritt·staff(ESL, BilingualJand Subject Are~ Teachers) will coordinate the subject area instruction . ' . . .. .:..: : : ~ in the following required.and elective . inst·r.-uctfonal··a~~a-;•_:·•:·~·.: ;..:. ·.:··~·.-.::·.;,:..·,-.-·.·:,.-:·-;, ·.!· ,.::. . -· . .. ~ ; · · :~,... -· - ···:". ·.>··_i· ...•...• .-.._ .• ,..:_ 0 ..... ::.. :>•·_··_-_·.:-:: ..:.:·:·.~·~·-·._· -1•-= . '. • • .,.,Bu•siness-:.Edticat•ion~.,.,,;.;:.:;;__,,~_, ...s • HomeEcono:nics Industrial Arts· Physical Education Art Music �_,,. J _.,.._ Special Considerution~~- • . A. Newarrivals - during the school year. · Thes~ students will be tested to determine. grade level and proficiency in English. They will be placed in the appropriate pro~ram and receive an individualized progrum to alloi·t them to reach the achievement level of those currecntly in TBE. (B.All students in Special Education classes~ / in Lau categories A, Band C, who placed without I ~ ... • i' testing in.their native language, will be re- \ tested, using the appropriate test for their \, language. ,.. - .;...,,!:)_ Y".J..\J ::l - 'r--.. I C...'.:> jl :..,,, -: ; t.. .. .' in th: district 1ar.gu2.ge are stud~nts will be afforded an individualized .. .. : ; .· • . . .. ... •· .• ·-· . . . . -·~---~ ;; . . �rl·trict Staff Training 1,..: ~ To conduct periodic workshops and in-service Ob.icctive 7: training for administration and staff to implement the· compliance plan. Uponreceipt of HEWfindings, dated 3/17/77, review Task 4 .O meetings were held with the Superintendent of Schools, Central Administration staff and related Program Directors to decide the composition of the Committee assigned to • develop the compliance plan. Task 4.1 During April , l977 three meetings "Gerehe1d viith Shir 1ey Munoz, Consultant, Lau Center,- Columbia Univeisity, to outl~ne procedures for dev2ioping the compliance plan. Task 4.2 1 Durir,g Apr-i1, 1977 the Coi?:: 1itt2e assigned to develop • • .. ,...t • r • compi;ar.ce ptan m~t an~ ararted Task 4.3. -•:....' I l ! 1 .... _: :; ,. 1977 ~t..--e ~itt::: ,~::ic~~ i., ..... __ , . ., . ·---t: n ::,. rt to fin~1ize ·-· ~,,"'..;•'".;:, \ ·,c: ·-· - .. , .;a ~ n ce pl an. tne ,..,..,.,,. \,, ..,ot>,J •" : .. ,.,::iV " ~ t"'"~ ;1r, 17 -:-as'· ' ..,,. .4 (, Or. •., ...• • •• , .... V I.,_,.._; •• .. '"'1 '1 ) C. 1977 a public pr2sentati on of the plan was ~a~E to the Lowell School Committee. During June, meetings \·1ill be held to notify and inform Principals and Central Office staff of procedures for -.•·:~,:-::~-.:·;~~-:__ :·th~--~ornp.1 i~~;.2;·~-pl ~~ -~r:c1'-i .• ts ";··ub-~e-~~-;-;t-~i ~p,l ~~;Jta ti. on···-·-·-••=-. • . . . : .. . •• - ;.,.~:.-:·.-,.:,: •• in pro·g~a~i~-~~<-f~;-~--he--~-t-udent with limited ·E-~glish speaking ability. Task 4.6 • External resources such as the Boston University Bi1ingaul Resource &Training Center, National Assessment and Dissemination Center for Bilingual-Bicultural Education (Lesley College), The Huitilingual-Hu1ticu1tura1 Resource and Training Center (Providence, Rhode Island) and Massachuse'tts State Department of Education Northeast ., ••• �--- --------- ,, ; • • Task 4.7 I. ---------=---------. Rt.__ .ional Office \'d1l be uscd::ft help conduct this f:.~ trF' ~.... ining with other 1oca1 agcnci~0t_ In-service training will include: . A. A selection of staff to receive this training based on individual responsibilities B. and needs. A stated managementby objectives system for ·staff training.which' will improve student performance. C. Apprpriate use of tests designed to measure student's achievement in programs adopted for the school district. D. Training of para-professionals meeting the instructional to assist staff in needs of student V1ith limited ,. spea~1ng a·b·1·t 1 1 y. E. Use of periodic f~edback about the programs developed and imp1ementedso that appropriate modifications .... . . .,.. . . Ail eGpilc.Sl staff district G. t-,i1 .s of var-ious on \·1ho can be he.lp to ir.,plem£:ntthe program. evaluation of the training provided for its H. Development of needed curricula. I. Workshops, relevant to different linguistic groups. _::.·:.11·~2::~.~ ..~-·:::.~L·:·:.:.~·-::1~~,:--s~~/:·:.:-::::.;::::--: .._·.:~-: ...... -=-·=-=••.::;,_~-~-:-_..~ ;::: 1 'J. '• A diagnostic prescriptive . ---~·i:-···..~-: ... ;:._.:--·:.... ·=.--· ~-i_.-,;:a.~·-.::.:.-1',1' approach to teaching ;·;.:-~"!..· . .;•:. ;.~--.·~·~~.-:;>., • ...:.:-:<.:,,_ • • •• • ··- . techniques. • 13 �. .......-~..... . ··-·····-· ..... --- ··-· .. -· - ...... -•---·. ·-----·----- Comn l~----~ i ;>nee Goi:l 1 f1S: • Gi."lu.:itionof pro9rams for st _., English-speaking <1bility.* OBJECTIVE 8: To provide tor an ongo1ng evaluation design which \·till provide ~pecific data as to the success of identified students of limited English-speaking ability. All identified Task students will be tested annually with· standardized achievefi:ent tests in English now used by the· district. This vtill provide data on the cognitive progress each student bas made in the areas of English Reading Comprehensionand English Vocabulary Acquisition. The instruments used in the district presently are : A. Ca1ifo:--niaAchievementTest (CAT) .. . ·.. .· :... +.;:~-❖-: ~ 1-.1!! -:, 1 ,..1,,...h =>d"'";' identified, .:..• ... t.1i7i2 cs • ...., .a.. ' • nu~:o~rs ana ~ianqu2ges o t,,,. SI.uaents • precise ~:iG a definitive t ,_ ne.ve • benn evaluation design cannot be constructed. .. --::... :_.··_·r~~k· ...... s·;·r-::'.All .identifi·~~i sfudent~-,~ii 1 'be· teste'd ari~ua1ly· w-.f'th.:..tests---·-<·· • • - • _. ..._. .- . . ·-· . .. ► • . .·:.~-~:..~·--};,-:: ~ ;: r-:-~=---:::·_: ;; :-.-:-:;._~:. "-;;·-~··;.:._;_ ... .::. .~.:_; : ::-~·...r:.:..- :::~.: . .. • -· - • - - • • ......... _·:.::..,·.:·.,.in ·their· primary lan-~ti'age·(as ·;denfifie'd- by the language.·.-::·.--,·. survey and the lan9uage do~inance instrument). This·· will provide data on the cognitive progress each .. . studc11t has made in the basic skil3s areas of Reading and Mathematics in their appropriate.language • • • A �\ 1rtrurncnts are as folloHs: prr.sently under ~it.,..ration ~ A. P1·uehad2 Lectura (Spanish Reading Comprehension). ~.i::., • n. California /\chiev~ment Test (C/\T). C. Stanford AchievementTest. 0. Other commercial tests. As better and more appropriate instruments are found, they will be implemented. • Task 5.2 Data on the numberof stud2nts moving into the English Language Mainstream will be periodically ... . eva1uat1:d. ·Task 5.3 compiled and Hhere predictive data is available to show that stud~nts identified can be mainstreamed for either a partial tiw~ instructional p,ogra~. participation or full in the .Tran!i~ional Bilingual Education Program will be down phased or ~is:n~tinued, pu,pos2s of this plan, are defined as acade~ic achievement tes~s results indicating that the student is function~ng . above the "norm<1l ran~e for the student's 11 and grade placement~ The district age routinely will use the California AchievementTest, and. ...·- .. . : . ·-=·.·- ... --· ..... ·.. for this: 1)-urpos.e ~-·.:!:ftiis ':.fnf ormati on ~b·asepro\!i des ·:a· consistent -appraisal o'f how\·:eli -dis.trict students compare to the • 7 • 0 national averages, and ·enable the district local comparisons that facilitate Task 5.4 to make other educational planning. C~gnitive assessment in the basic skills will be made . . continously throu!lh the development and administration of teacher-made tests in the particular.dominant l_an~uage. �r .~f ')rr:nuni ty ~ • Comf)liancc·Goal -· , and Parcnta l OBJECTIVE 9: Tl1e district will i~form target pop11lation . communityagencies on how they can parents and interested help to support educati0nal programs offered. Task Parental and Communityinvolvement efforts 6.0 will speak to: A. The necessity of reading to the young child. B. The necessity for consistent discipline. C. The necessity for encouraging the student to cooperate with school personnel. The necessity for understanding and encouraging D. compliance with school laws· and regulations . ... , ~2cess1. t y to · encourage ana., promo~e + ' .,_. l :ne ecuca~1ona involved in the prcc~ss of educatio~ at a11 1eveis. Task An O:'igoi ng series of Horkshops for ·parental and co,,~.1uni ty 6. 1 pl2nr.ed for the school year 1977-78 in t~e process of implementing the above efforts. Task .. . . . . •·· . . .. Principals/staff.with 6.2 ~entral-Administrati_on-.vli·ll _no.tify.,,::,·.'·.' . . :::; : ..•.• • • . .~ • •.:,~--·~ ·.-•.-~-:·:.:~--. :-·pa;er.tS;, a.n~~~o~a~fty·_ -of:·-~fl·~-~~~ n~ ~c-ti vi t.i es \~-,.thin each-.··- ••• ,-:_ .. :_:·.--:.·.;i-l··.-.- 7 .·..:..-·.' • .... : .. ~-- ---·-.·:·······-··· . .-·-:· .. ~· -:· • :: •.• • .. : _ school not only through written notices but also through radio, and ne1·1spapers(including community and church bulletins) at the district level. __ ••••• �•• • .. • • ( 79 78 79 7 78 )cc - June Sept-Ha.r-Junc Sept 77 77 Sept-Nov ..'.!:1cc Coal - Juno Sept - Ju."le .. ••• .. • of L~ntu~cc Ou~i11:i11cc. t~:=inJt!on I' .. L~ ••.·- - [\ ••ii -15. - i- ~IS{j- - - - ll L) /l 't:)~··7~- -11'i_f Jj~- Ii - ~- -4.- - -.6. Li - .. .., - -. ·2i-·---~ ~ .-~ ·~t; 11· ~ l - K -l\ l.l . . . . .. . ..- • • •• Q·.,..,\, '",.. 1.·0".......... ..... .: .. c. • .. . •• • ' I · ti -.-b-A 15- b--.n -Ji- - -b E , •• '• • • - • ••• • • • • • i • " . • •• • • • • • • • .. • . • ' I • • I t ' • D~vc· 81 • !71 ' J ' ~ 1c.:ic.1.on • ~ • /JI.omc e .c..:::1t .... o f t h c p r1c.-,.1r;, r.z,::;z-z o[ D::;::r!ct Stc~rnts :ind the -J.\,,;'""'c.,..... ,. '\ t ,. .. p 80 80 ~~~t, pl~~~i~c. ~c~uisi~icic, r.~ ♦ n .. t 1 o n • r r .....r.-.., ~ r ~- ...., "" , ... 1 ,_._. O ..., _ "•./ •. , .., - ··· r - " ·~" r.:o~i to!"' i ~ ~. f'\I'\ ( ·~,.,.. piloting ; :-~ .,." . •• - • I �.. ,·· • • ( • .. 77 78 77 Sept-Hov Dec .- ,. ' 77 JtUlC 79 79 78 Sept iScpt-Mar-Junc 80 - June . : l •: •• .. ·' . . r::of icie;.,c.. ' Kotivc . •• 2.2 \. - • _,.. longu::i2c .,. /j ·~ -~·. - -·- - -~- .. - - .... --~zs - -- -A 6. - /j- .,. fl : ., ~ .. ··A ' •. . ~ ~ • • , ·2. 4 • Plocc:r:-.e:nL o( bi lin;;u~) ::Lucien tr. in Lilu CilLCtory A, H, l, C in Li:dnatrc:im. . 2.S Dl7:vclop:~c.:nc of instruct.ic;nol . -~ D. .6. 6. . prour:,ms. ·. .. .. . " Sept - June •;,'.';,'. Plilcc::-:e:nt. of al 1 • :iclc:1ti.f .iccl. stucl(!nts in apprcprjotc progro:::$ a~ _;the llir;h Scho6J. l.c:vc.:l. 2.3 l::,.. - . proficic:ncy-' asscssncnts bcir.c cone for all stuc!e:nls in tht! pror;ro::i. .. Ploccncnt of all i2~nLiticd students in .:ippropr ii! tc pro~r.::r:::; n t: 'th~ Ele:::icnf:iry ;ind }:icl<.ll c -Scho~l .,,Level~ 2.1 .'~-{\~ • Indivicuol dio 6 nostic ?rofilc of co;nicive needs de:v~lopcd fqt·nll s cuc!c:nts in t.he: pro~::-.J::i. , ·; ,. 2.0 . 81 • . ' Detcrr:iina c.i"on of Languag•· 80 E ~ .. - - - .. - -- -A ----- b. . . •,. ,• . . :; • .. ' ..: • : \•!>~~!1:: ;J • • ------- pl~nnir.i 1 ,~;Guisicioni . . l . , ,,._,r on-tolni 1r:r, c:!e:r.c~c1on.'. : conitoring, fc~db~ck points. De:v~lop~cnt, ..- • • ..' ... ' '•':,. •" .• - •• • �. ' ' .. • 77 77 77 ( 78 78 80 81 • Sept - Jun 79 80 Sept - June 79 Sept-Nov ~~~ --~-June :Sept-Har-Jun( Co.11 03 • I~s~:u:tion,ll Pro 6:u~s for Students L::-.i: ~-:! En; 1 i sli-S,;r:,1i:ins 3.() Ab i 1 i l:,'. .. I•' Crite:rI.:i !or Scuc!:nts St'lccr1oni. fc: I~structicn .'.lt EluccntJry a:-.c :-:icdlc Es:a~lishcd 1.0 - l,J) of - -- - -- .. Schc,r.,l l.cvel .ire (Sc:a as tn~I~ --- D '. • ,I .. - - -- -6- Li L\ •.. I' I '. ~► ' . 3. 2 • •. I . i~ •: .,J ,. '. :ZS- - - - D r . I C.:-·:e:Jop l1:sLrucLit 1 11:tl 0~1j<·ctiv!~::; C.:,~:-ci:-.:.tc.:! •..·itil Sclioul UisLrict:.'• .. , ' Tc D~~~lo~ Curricull1= for n '7:-~::i:!tio1:~l Bili:-,bu:ll Et!\lt:,1tion ·i •'-'.:,• ... ' • -.-z-----6-+- --6-•-. 'jc, - - - D:. • l ~i I ' ... ------•---------•·------,-+--3 D.. ~,-·•~-.··· • .5 Tc.· :-:~•~i:.~r Prvirc:ss ' . of ~l ucr..-r'1l;; '·'· tnc·- c:~,,·,~·I',,, •..C::4 ••U•••-•• .':I C:i:.:::--::: fc.,r !:-..:::::.:;tic:i t'"r- ~!..l ~~-: 1, .. 1 -.~v• .,.,,, ·- • ~t•J:!t-nl .'.lt l:: 6 h 5'-~ll·c:t·it':t fer·. School Lc:v-::1 nrc . -- -~ D. ~ ~ - - - -. -- - - - - - - - - - - -- D,. 4 .. . .6 .. ' ~- ; ... ---- t • • .' •• -· • - •~ ' , ,. . : i}. .•.· .... . ' . : . .. . ., .· .. '• • .• . �79 78 78 Scpt•Nov Dec...... - Jun ( 1Sept-Mar-~une ·11 77 77 - 79 Sept - 80 June . 81 Sept Jurre 80 . . 7 8 9 All students at the High Sthool Level Identified for Instruction. District Staff will offer courses r:;,.·, in Subject Areas for Instruction •' ·:: (High School Level) and coordinate·' subject area. . .. Special Consideration.(Special Educ~tion students) I' 1LJ I.hen less than Twenty Students in th'e District of any given Language are Identified, theso Students will be Afforded an Individualized Program. ---- ~ • • •• • ··--·--- --• ,' .. •• 6 6 • . • ~ • • .~ 6 6 . I, ..... , ,:4·• : . . ••::. ' l .. • ,..,.,,1 ' i C . - . I .. ,t,,' D. - - - - -.fj . - _.,._,,,.,,.,.__._. . LJ - - - - -~ -- -- -~. ~ . - . ' • . ' , ... ,, ' : ,I ' , I •' ' • .I'' • I ,I , ,.' : I ., I (• ,,. ,., ..w. ,., !' '. • J ' • - .,·• ! ' '! !••:,, ,. .• i I , , .. , ' �71 77 78 78 79 Se.pt-NovDec - Jun JSept-Har-Junc .. 77 80 79 80 Sept - June 81 . Sept - June ' • • Goal i4 1ancc • :r1ct ·! •' ••:!· Staff Training Initial 4,5 - --- •.: 1 Planning Stages l l I In-service Plan. for Staff on Complinn~o In-service for Staff. • • ' I ' . ,. ----••-•-~tt••N.-, ..,-••ff,o,;-•1---•:..,• ... ♦•• .. - - ·fj . - ~ - - - - - - - - - - - 6 - - tJ. • • ,• I • ' • ' • • • • • • .. ' • • • • ... .. .. : . ,,. ,, • • ... , . ·i• . . .., . �I .. ' ; • 78 79 77 77. 11 78 Sep t-Nov Dec . .. .... June JScpt-Mar-Jun, .: ' Co::;pli~ce Goal #5 . 5.1 • S.4 . ..... --.-... ' District Testing for Identified Students (Primary Langu;:ige):-/ S.3 •~1,.,-,-u., ....... ,..... ....---- ,..,,,'1'11( ........ ..,.,,,..IIP?IIIY - --- • /j I Cognitive Assessment with Development of Teacher-made Tests ! -- •..•. D. - - - - (7:J 1~· 6 . D ------ ~ • • • ' i . ,. . ' - - - - -- • • I • -------LJ L), l::J L) Examination of Students . Mainstreamed Using Prcdi~tive Data for Purpose of , -:-: . '. Hainstreaming ,1 •• • _ ---·- ----·-. ---A- -L~...- - - - -~- ------Ll District Testing for Identified Students (English) • \.•• ' i· =+,2 & - June . . .' ' i·. ' Sept • • Evaluation-of Instructional Programs For Students of Limited English-speaking Ability. :_:::· 5.0 - 80 • 81-. Sept - June. 80 79 . : ·, • : • • ' •• L j ' . ; • '' I· .': ., • • ., -· ., ' �.. • .... ' 78 78 79 77 77 77 Sept-Nov Dec - ,June )Sept-Har-June • rI 79 80 80 Sept - June , . . Sept - June Co:r.pliance Goal ff6 Cor..rnunityand Parental Involvement 6.0 &6.1 Parental and Community:Involvcmcnt 6.2 ' Central Administration/Princip~ls Notification to Parents and Communlty ------ ·•--··--?S, - - r . . -- - - ll - - - - -6.- - in \~orkshops. • ......... - .. ,#---•~ ... ,.,_. ·-- .. ---·-·-·' - -- - - - - -- - .... •: • . . , ' • • • • • • .. . . '. ' • • \ ,. ' ' . • - ,, .• �3 EXHIBIT "3" �.- i ! •• ', Dr. P4trick Mogan Superintendent Lovell Public Schools 89 Appleton Street Lovell, M.aaaachusetta I , I ,·--1::)r-·-.. • I • I { f)vv£1r • .l 01352 Revi,!v 01-79-5023 ?lo. you t!.,1t t:be Cffic1.1 (or Ci.vil Ri~hta haa CO!l!plct:ea lt11 invcotigatiou of the l.0.,ell Public School Sy1.1t,~!.11"ud conclude, th.:.t. it haa failed to hlplcroent the ple.n suhri{tteJ !or the correcti.or, of vi.olatic•M ci.ted by our office in .H.arc:h 1977. Tl,c. f11ilure to implement thia plan JU' .3.greed render• your district i.n continuing viotetioo o! Title: VI of the Ci.vil Ri&hta Act of 1964 a• it pE:rtaii.• to n.itic,nal origin minority grou;• Thi• vill notify .i ' students. We appr1tci11te t 1\at yc,·1 and y<JUI: 11ti.lff ext('.nded to our in·,cstigators during the or.v•ait.e visi• to your diatr.ict and by 11ubo.lttin!: the data v0 needed. H~ •,11n1t to as11ut !! you t1.nt ve will do any th in rt "10 cnn to help re1olve the itteue11 vcl.untaril.y. I .11n r.,,clo.aing, a r::emor111!U\un li111·.ing the apeeific violatic,ns v1• found -1nd th~ ,t1q.'a that ttre required fro:1 the diatrict I "iah for corrcctio& to remind you that programa mino-rity u.s. the coop1~ratioo that arc children I thf! obligation nef!ded to extend waa upheld by the of school• to provida bi.lingu.11 an equal education to n11tional origin Supre.r.e Court in Lau v._Njcholsa. . 414 I ' I Please contact thia offic~ within fifteen (15) dayd of the receipt of thls letter infot"Cing us of your intontiot16 for corTtH:tinb the viol'atione. Failure to ~orrl!lct the violatione mJ1y lead to admi.nii1tr.itive enforcen,:nt. pro·ceedinK• aguin,t tl1e district and deferral of Fe<ler~l funda for ~cw educmtioo~l program• end acci-.,itia,. •1' Th• Offi.ce for Civil Ri~ta i• alvay, availnble to p-rovide whnteve.r a1sietanc11 ve c.io to help your dlei:.rict develop nu. acceptable r~meJy to the ,i.cu-.:-_ation.: W• believe it would be tu· th_c boot iateraato of all parties if Lhe --l --r l SURN Al'!: oFriC~ o.,TE I- - - I i /I I DATP: l ................. . .... ... . ...... . . ................ ·············•••••• . .... .. . ····· ········• ....... •••••. •. I I \ them. 563 (1974). .-... ..... . .... ...,-· . ····· --•··. - .• ·- I I l �DEPART Page 2 - Dr. Patrick issues are aettlcd r OF I-IEAL TH. r::o:.JCATl()N. WELFARE A Hogan, Supe.rintend,.:nt wtthout our having to enforcement to resort procedures, Under tho Freedom of lnformnti~n Act, it lll.llYbe ncceo1nry to release document and celated correapoo<lence in response to an inquiry . this .. If you have any further que1tions> Director, Elementary und Secondary at (617) 223-6397. pleooe call Ha. Haria C. Montalvo, Educ~tion Divi~ion• or Harian Uvang, .. Sincerely yourn, John G. Ryno• Director Office for Civil Region I I I I .. Rights I f• i I . l I Encloaure cc: I Official E&S Reader JGB Reader. I }!Huff Reader I OCR.:E&S:M.HWAUG:EC 11/21/79 (Remington) I II . .. . - -· ...... . I .. I .. ::.. ·-· or~ICE /IT E (r~l[E -~-(0)~ V~~~ ....... ____,___--~f51- -· . ..::: ::::: ••·::::: ::::, : :: :: ::: ::: ::...:•·.:::: :·.::::·.:·:::.:: :-: ·:.:·:::·::.. ·::. . :·.............. .. :·::.: .............. . ........ . . ..... . .. .... ····················y········································ •••••••• ' : 3URNAME OAT!!: .. - r::· •. : ..:.-·:· • •:•:· ..-._._ ... •..-...::·· •..-.....:...... :· ·:...:.:,:.:·~·-:-7.:_:.:.::.::_:·.::.::::-:-:-~::;.:: ...... r~-:~:::::::::::~:::::=:·:=.=· :: • . . .... ......... ........... . ........................................................... :..:.:::::::...... .:.. �STATEMENT OF FINDINGS BY THE • OFFICE FOR CIVIL RIGHTS DEPARTHENT OF HEALIll, EDUCATION, AllD WELFARE LOv.1ELL MONITORINGREVIEW01-79··5023 Dece.'!!ber 31, 1979 This statement of findings is issued as _a result of an Offi~e fer Civil Rights (OCR)-initiated monitoring review of the Lowell School System conducted in June-August of 1979. OCR considered whether the sch0ol system was providing equal education opportunities to national origin and minority group students who do not speak and understand English pursuant to the legal requirements of Title VI of the Civil Rights Act of 1964, 42 USC Section 2000d, and the agreed upon·voluntary Compliance Pla~ submitted by the Lowell Public Scl1ool System in response to an OCR Letter of Finding of non-compliance, a11d approved by OCR on September 29, 1977. The review considered student records, inter.viewed staff members, and analyzed documents and records. The Office for Civil Rights also noted r.he school system's efforts to achieve compliance. Consultants and a fullti~e·Lau Coordinator were hired; various planning meetings were held; home language and teacher questionnaires surveys were completed; partial language dominance testing was achieved; and various-teacher/staff inservice and parent/community workshops were held. In addition, new ed·· ucational alternatives and programs, not directly related to the school system's bilingual education program, such· as the Magnet School, Hand-:.nHand Program and Language to Share Program were recently implemented. However, after reviewing and analyzing the information provided by the-district, we have concluded that the Lowell Public School System is in continuing violation of Title VI. of the Civil Rights Act of 1964 as it peitains to the provisions of services to national origin minority stu·dents by its failure to:• 1. Adequately of students 2. Provide and place national oriciri minority students in appropriate programs to meet th.:!ir lang•1age an<l educational needs; J assess the langl~ge dominance and proficiency in their primary langu.1ge and English; �,, I I as permanent and 3. Implement programs wl1ich do net oper~t! deadend tracks for some students; 4. Provide progpams designed to meet the special education needs of national- origin and minority students; 5. Provide instructional m~terials and programs designed to 1 ceet student needs and to establish Jnifo('!ll criteria to measure the progress of··students in the bilingual program; 6. Implement to ensure The following 1. adequate administrative and m~nagemcnt controls implementation of the compliance plan. is a report Failure ficiency of our finding~: to adequately of students assess the lan~ua1,e dominance and proin their primar_x language and in En;·lish. In 1977, the Office for Civil Righ~s found the district in-non-coupliance because of its ·failure to adeq11ately assess a student's language <lominar1ce and proficiency where a student's home langu,,ge wcss other than English. In reiponse to the Office for Civil Rights' finding, the school system formulated compliance goal nur.\ber one ( 1) which required that cross-val·· idation of the Home Language Survey (HLS) and Teacher Questionnaire (TQ) with language dominance tests be conducted. A_scording to its compli?JlSe plE_t, th.c Lowell_J:.ublic School 2Yil_em was t•) ~ave comp 1e ted the fangi.iage _id_c:_~1 ti f ica t io~1:__0~~!0. -i"nc1u~JCl.~n gyage dominance te<>ting, by Dri.:e.w.ei: __1.2.]l. _ _let,_.i_~ -·-•-·-the time of _...,.----··----our revie· ..,, S12ring 1979 \.le f21ill.Uha~_!~school distr?:_~£_l1!!_~_..QnI~•--t1.;..ng~l:I .. ac_<:_om1 plished compliance goal numbt:!r one. Ey Febr1Jary 1978-, the district d1ci" develop, distribute, and collect the home language surveys and teacher questionnaires. However, we fo::_nd the: scll.Q.Q.,l_district's efforts to administer language dominance tes_t;_iqg_co students and the district rs test1~methods and procedures to b_~_in.;;uif,.guate, 1n that, they failed to utilize uniform and consistent standards. Not all students had been tested. Instead, we found the sclJ.Q.o.l._.sy.s.c.e~.s methods and proc~I.es...for_.admi.nis.te.ci.ng_.Llogu-age_.d.u.m.i..n;!n_~e testing to be ·random and haphazard 1. with different tests administered to stu<fents within the same class and with statiscical inconsistencies existing between the number of students tested ~nd the actual number enrolled. In SY 1977-1978, new language identification procedures were institute<! throughout the district through the use· o( t.he home language survey fo1:in in eight languages and teacher questionnaire. (See attachment 1 for Summary of Teacher Questionnaire and Home Lan1;u.:1!;e Survey Results) According to the 1 school system's description of language identificatio~ •' -2- .... .. . .................................. . .. ···:·······--:············ ,,~?.·..i.1 . .....~. ~·~·•,?" ... , . ··········· ............ . ··········..•• ......... ........·········· . ········· .... . ... ......... . . . ... ........ .. ..... ......... . ....................... ........ ..... . .. .. ................... ...... ·•• .... , .. �--·------------------I procedures, is spoken, where both teachers and parents inti i.cate that only English Lau Category Eis assig11ed, and n6 f11rther testing is required. All other st~dents are tentatively categorized A through D, depending on tlie prevalence of the second language ••• Each student's achievcr.;ent record is then examined, using standard achievement test scores when available, and/or teacher/principal interviews for younger students not yet tested. . .. Students achieving at, or above, system norms are then considered not to have any language related problem and are eliminated from further consideration. Students not eliminated either as mot1olingual English or as achieving satisfactorily are· assumed to h::ivr. a lang1Jag,! related deficiency. Thus, follow-up language dominance testing is prescribed. In January-February, 1979, the Crane Oral Dominance test i~ Po~tuguese/ English and Spanish/English, and the Bahia Oral Language Test (BOLT) in Portuguese, Spanish and English, were administered to non-TBE students in grades kindergarten through 11. Language domicance tests in other languages besides Spanish and Portuguese 1.cre not administered. (RcfC'i:- to Attachment 2 for statistical breakdown of language do□inance te:;::i.ng in the district) The BOLT, according the district, to the test materials and i.nstructions provided by is a comprehensive intenuediate and secondary level (7th-12th) English language dominance test th~t assesses oral language skills rangir1g from simple sentence patterns to more complex .. syntactical forms of the language. .,. These tests were to have been administered in 'English as well as the student's native language. However, we found that 35 non-TBE students in grades 9-11 were administered the BOLT in Englisl, only. We also noted that the BOLT, which is developed for 7th throur,h 12th grade ·· level testing, was administered to 269 _fourth, fifth, and sixth graders. (Attachment 3) The use of this test fo\ students in these grade gcoups 1s not appropriate. Students of language groups other than Spanish and Portuguese in kindergarten through grade 8 had not been tested for language dominance. Based on our comparison of the district's preliminary Lau category assignments from home language surveys and teocher questi<>nnnires with the student suI!II!lary lists of testing, there are approxir.iat:ely 158 A-B-C Lau category students in kindergarten through bra<les 8 \;ho need to be given language dominance tests in languages other than Spani.:;h and Portuguese. -3- ..... .... . . . �The Office for Civil Rigl1ts wos infor~cd by a district official that most Greek students tradition3lly enter the scl,oal system after attending the Hellenic American School, a private school for Greek children. Gre~k is the fourth most common· l3nguagc group, after En~lish, Spanish, and Port1Jguese, in the Lowell district. We were f11rcher informed that bec3use the Hellenic American School has an integrated bilingual and regular curriculum, most of the entering students are proficient in English and do not require the services of the TBE p_rogr:im. However, we find Lowell_:__~e.::.s_ponse to the bili~gtta1 needs o_f_Gree~_£.bildren Ul.:!~cccpt3ble as a method or an excuse for assuming and not actually determini.ni; the student language needs of Greek children. We note, for instance, that according to the prelirainary cross-referencing of tl1e t~acher questionnaires with home language surveys in January-March, 1978, the district identified a total of 127 Greek children of whom 10 were monolingual A categ(>ry children; 51 were predominantly Greek-speaking or B category; 35 were equally dominant in Greek and· English or C category; a11d 31 were predominantly Enlish-speaking or D category. Based on language dominance te:,ting data provided by the district, we know that none of the ~~~___ba.'::! C,3 t.~<?..U:.... Grf.:S-:.k.= s pea Ising s !,.Ud.ent.s_ha_y_e_been adequately tested. To date, some Greek high sch<.,ol students were administered the BOLT test in English only but not in Greek. And, a LAB test was translated to Greek, but the test has not yet been adminiGtered. For students alread enrolled in the TBE p_1:_e:g_ram_, we found that E._?.E._tial er orts to administer l~nguage dominance an~ofici.ency test.LJ!nd ac~ievement tests have been made. Lowell's TBE program, with a total of 480 students, of whom 255 are Spanish-speaking, 210 are Portuguese-speaking, and 15 are from other language groups, in 23 classes located at 13 schools, utilized the Crane and the Language Assessment Battery (LAB) Te5ts for language dominance and proficie"(lcy testing. In 372 cases, the LAB wa; administered as a pre- and post- test to also serve as an evaluation measure. However, the LAB test was not designed to r.erve as an evaluation measure from which a stl.ldcnt's progr.ess can \:.e evaluated. Rather, the LAB tests, according to the L<\B Technic.!\ Manual, are used to detennine the "effectiveness" of a child in English and Spanish. A student is first assessed for English competencies --- and a decision is m:.1de as to whetlier he (she) is effective in English. The comparison is against a monolingual English-speaking norm group. When a child is tested in Spanish, a decision is made as to whether tr.e_ student is "more effective" in Spanish than in English. �-~t;:-.i., ... ...t, .,... :.., j •• : ):'. '!""',•• J. :. ' •'T • ' Thus, in order to render valid evaluations progress, the LAB would.have to be criterion poses. • and assessn.ents of student referenced for such pur- For achieven,ent testing, the school system utilized the Co;nprehensive Test of Basic Skills (CTBS) and the Brigance Diagnostic Inventory of Basic Skills. In comparing the TBE program enrollment figures of May, 1979, with the number of language dominance, proficiency, and achievement tests administered during the year, we note that the admiuilltration of th~_.J:.ests ~as not uniform (re~cr to Attachment 3 . For instance, The Crane Oral Dominance Test slat,?d garteners, first, and second graders, istered to only 46 out of a possibl~ students. for. kinderw3s adminpool of 168 - At schools where LAB was administered, the number of students tested was often much higher or loi.;er than the actual enrollment figure. F1>r cxa,nple, of 24 first graders at the Central Scl1col, only thre_e Crane tests had been adrnini~.tcred. And, of 24 seventh and eighth graders &t the Robinson School, 40 pre- and post- LARS and 16 Crane tests were administered. None of the 31 students enrolled in bilingual resource programs were given lang11a~e dominance/proficiency .tests. - In most cases, the total number of ::,tudents taking the LAB in each class was less th.:in their total class enrollment. While high student absenteeism may have been a factor. affecting c\1e school system's ability to test, the school system is still obligated • to test these students. - Realizing that daily enro~lments will fluctuate and that the school's statistics will have a ~argin of error, we fail to understand how !,O seventh and eighth grade TBE students were tiven pre- and postLAB tests when only 24 students arc in the program. Similarly, 31 pre- a~d post- tests were administered at the LeBlanc fifth-sixth grade TBE program, yet J only 21 students are enrolled . • . .. -s- ' �- ~,'hile the school systc:i: aJ1:.iniste:-ecl pre- and postLAB tests at the majority of schools, all classes at the Ames and a kindcrgcrten class at the Lee Elernentaiy School were only given one LABtest. Although che school system clai~s to have administered the Brigance to students in grades 2-6, the exact number of students tested was n~t included in data submitted by th~.district. Fcrthennore, according to the TBE Director, not all second graders at the Varnum and Colbur11 Schools Yere tested. Concern about the department's testing procec!ures, methods, and needs were discussed with school officials and staff roenbcrs. We found that testi~g delays were sometimes encountered because of the nu~ber of students in need of testing, the length oE time required to ad~inistcr eac~ test, the impact of LAU compliance plan, and student absenteeism. And, during the past year, the language don,inance tests administered to nonTBE students throughout kindergarten to grade eleven bad to be aclroinistered by the TBE teacl1ing staff ~hich resulted i11 the teaching staff's absence from TBE classes for several clays. We w'ere also informed that certain children, frequently at the kindergarten or first grade level, couldn't and need not be tested g[ven the child's lack of responsiveness and age. Yet, placement decisio~s regarding the child's TBE eligibility and placement were still bei11g made. Regardless ?E the schoo_!'s rt:~:~9~f~:.~~ tP-stin_~ ce~in chil<l:-en 1 it~ is-, nevertheless, incumtt.en.1:._\JQOn_ib_q schoo~_.sy~£_cm__f.2~st every child for language dominance a_;;~_E!:~.E_icic!l~L If the district-:;J;isunable to e!1c1t responses from children due to theit· reticence, age or other prc)blems without arranging for alternative forr.,s of testing, the Office for Civil Rights questions whether the school system's testing methods, practi~es, and procedures are effective. In summary. we found th ..e_.~cbaol system's ~thods for screening and testi~ students to be haphazard. Not all students were being tested and different tests were be1n&.-.9.ciwinistered to_~~udentL._within the same class group. ... 2. In 1977, Erovided is other The school district has failed to provide and olace national origin minority stu<l1?nts in __ :ipprotriate programs to meet their language and educational ne~:ds. the Officc_Jo~_S.~~il appropriate servjces than English. __Rights found th.it the district h:id not to Stl!Q;~ts ~Jl(?Se primary or -horiie1ancua;~ To date, the recipient. ..has....still_noLplac.e,Lide.n.tified and 9.Y..aljfied s~dents 1.n need of_~ili:t;.G_!-!~l_ins.trl1ction_,i.n a bjli11gual program or i~ equivalent. Instead, the recipient has apparently ~isinterpreted the • -6- �intent of the compliance plan and has been under the impression placement was not req~ircd until September, 1980. The following number of students dents who will require placeracnt rcprcs~nts t~c potential in a TBE pru&:am: that pool of stu- 83 who were fully tested for l~nguage dominance and arc considered only or predominantly Spanisl1-speaki.ng; 17 tested for language <lomi.naace and classified as only ·or predominap~ly Portuguese-speaking; 561 who were tested 3nd considered and reqt1iring further language testing; and "bilingual" profi.ciency 311 of language groups other than Portuguese and Spanish and requiring complete lang,1age dominance testing;. 14 Spanish and Portuguese fully tested in their students who were not home language. To date, none of the ~gove .§..t_µ~l;.IULJ.lor_tb.e-~~~4_s_r.11dents who were monolingual or of very limited EngJish-fil)_~_eking_11bil_it..Y cited in the 1977 OCRletter of findings ha~ be.~11.,__gr.e~or are _scheduled to receive TBE services until Septemb_cr 198Q~ the final implementation date for the compliance plan, its goals, objectives, :ind tasks. During the interim period prior to September 1980, the compliance pl~n i~dicates that "development, planning, acquisition and piloting" will occur, leading to full implementation. Yet, little evidenc~ has been provided to demon!.trate actual "development, planning, acquisition, and piloting." We believe these steps are key to any successful compliance plan ensuring that unexpected problems and delays can be accommodated in a reasonable period of time. What hou"Sing, staffing, racilities and financing needs will be required _ to handle the increase of students into the program? How many students are tentatively projected for TBE pl~cement in SY 1980? None of these concerns had been addressed at the t:i\ne of t)ur. review. One school official indicated that of tl1e students still needing TBE services, none were Spanish or Portuguese-speaking but.of_otlier language groups. The statement was later qualified, and ~e were referred to another person for verification. However, we know th.it many students, if not a majority of them, still needing TBE services are Spanish and Portuguese-speakin~. J Based on the district alone, we know that s partial completion of language dominance testing at least 83 students are either only or predominantly 1 -• P• ____ ........... --P-.------.-----u•,-·· . r:"Jfl >4 •91!:'-- l{ Pk1'¥4\P - ; (J( EC: �: Spanish-speaking an_d at least a:1other 17 who :ire only or prE:dominantly Portuguese-speaking .. These figures do not ir1clude the Lau category C children who were tested as bilingual with E:q•1::.l<lor:iinance in English and Spanish or PortugueS!!. (Refer to Attachment 2 indicating results of language dominance testing) If the Lowell Public Sch.;)ol system does not _inj~ncJ to pli!S.J;! these <;:hildun un t 1. l September 1980 as wa~--~!}dj.<;:atcd ..to the Off ice for Ci vi.l.Jl.i..g.hts , w"_, fail to see how their i.nit.ial placem~.L in s,~ptember 1980 can rneet thg, full requirements of the cornpli!3n~ plan. 1 The three year period 1.•hich the Lowell Public School system has h.:1d to develop a fully operational TBE program requires that key a~pects of the program be phased in, piloted, and enacted as soon as possible, allowing for ongoing modification and revision, but attaining full compliance by the end of 3 years. The timeframes do not mean t_ha__!: the s~hoo..!:_s;tstem is pe!"~i.tted a th~ year':'""waitin~ period b~fgre_~_ctual ta_sks oc<:_~r. The fact th.1t the schoc,1 system has only partially completed its language identification tasks in 2 years highlights the importance and necessity of careful planning and piloting to fully attain and inplement each compliance task, goal, and objective. However, we believe that a period of three years is a reasc>nable period of time for developing a bilingual education program to the point where ii meets all conpliance standards. In the case of the Lowell Public School System, W} are r]9st c~.!lS.~.rne<lnbout the tota],_!_ack of ed·· ucation opportunities affcr<led to the 484 students cited in our 1977 Letter of Finding who were in_need of bili._1!1;_~~1edu._cation or the.....!QO st1:_dents most recently tested .'.ls Spanish and Portugucse·dorninant wbo for ~e last 2-\ years have not had tne benefit of at~.J?ilingual edpcati.on services whatsoever. We are also concerned about the number of maJor tasks which the school system must now endeavor to undertake within the next school year; completion of all language dominance and proficiency testing, developQent of individual cognitive profiles on each student, development of educational programs coordinated ~itl1 the standard curriculums, and facilities/ staffing" budget and placement planning. All of these tasks roust be achieved in the next year. 3. The district has failed to impleme~oli.ci~s and programs ensure that bi.lingual education prot:1r:1ms are not oenaanent deadend tracks for some students. which and Since the Office for Civil Rights finding in 1977, a review of school records indicates that students are being n1.:iinstreaoed, 49 in SY 1978-79 and another 74 ib SY 1979-80. However, an a11alysis of class lists al:;o reveals that at the time of OCR's_monitoring_review in Hay~_l979, at least 35 students not scheduled. for mainst1:eaming had been in the ptO;!I.:i!_m ... �i for 3 years or more: . 23 students 5 students 5 students 2 students for 3 years; for 4 )·ears; for s years; for 6 years. While the Office for Civil Rights recognizes that in certain instances students will not be able to transfer from the TBE program into a reg-, ular program within a three year period, ~ is in~~bent upon the school system to establish procedur.es.. ..for d!?__yelooinp, indiv~ugual education programs whi C_.9_1!1~~.t_tl1e.._.s t.llden t' s__i ~div i<lua l i zed educ a ti..rul.a l needs, are coord 1na ted wi t_l}_t\<;_ili_~d:1rd curricula I and ade~illlY ce.:isure the progress of stucie~~r,. These s.teps D.t.~ece~.s..aJ:.;l_j:J) Pn5qre tba.t: students are provided an equal __educationa!_ppportuni.ty, and place.c.eot ;a such programs do not beco~~.e...~~~~t tracks. However, plans to develop, acquire and pilot individualiz~d educational programs with coordinated curricula or evaluation methods and criteria for measuring student achievement have not yet been developed ·as delineated in finding number S of ,his letter. Thus, until the Office for Civil Rights re~eives evideni:e that the school system has developed .. ind i yid~§..1i zed _5!d~t ior~'l..Le!ograms coorciina.te.uj. th the standard curricula and able to rnea~_.tte_p~..s.s.JU... its •>turlen.t-s... ,_ we must conclude that ::fics.~-~-t.~1dencs-~re not being provided equ:1..L_ed_ucat1onal opportunities and will be placelr1n·pennane11t and dP..a..<.le_nil tracks without the benefit of .idequai:e education~l p~ogram opport,Jnities. 4. The district the special students. has failed to pravide~rogram desi~ncd to meet educ,1tion needs of nat:i.on.:il origin and minoritv The recipient's failure to h~ye bilingu,u staff able to assess, evalu1te, and teach bilingual ~~ec;ja] cducatioo s ► udrots '-'.:$ also an area of co·:1cern in our 1977 LOF. While this violation was not specifically addre;sed in the compliance plan, we note that there are currently three bilingual teachers and a bilingua'l psychologist employed on a full-time basis. However, none of the ten sp~~al ed~ion speech therapi:;ts nor the Title I special educ~i.on assistan'ts are bilingu,11. Tbus, we have coneluded that bilingu.il students are being denied the specialized services personnel. • / . of bilingual In SY 1978-79, 28 students were enrolled in the bilingual sp~cial education program. Of the 8 bilingual special education student records selected for r~view by random sampling methods, we noted that: - All files contained evidence Educational Plans and annual of Individualized 10-12 month reviews; ... .. . .. .. �..I.I. ~ // .. .. None contained evidence ficiency testing; None specified placement; - Seven files for annual the ~ccual lacked review; evidence d~te of special of parent /- Three files evaluation /- Three files failed to specify dates referral and PPT meetings occurred; /rwo lacked evidence and placement; files lacked evidence sociocultural evaluations; One file ~?f . contained notification of pare11tal consent for for when initial of education, no evidence education of testing; five parent notifications in the file, in English and one in Spanish. psychological, and four were While the district's creation of a bilingual special education program is commendable, it is still necessary that all necessary pro;:edural saft:guards and due process requirements be followed to assure the quality and ~ppropriateness of a child's education. I \ The program's Title I assistants are not bilingual and do not assist th~ bilingual special education children. Thus, a qualitative ciff?rence in service has been created for the national origin and minority children 'which differs from special education services offered other children. Finally, without proper evaluation procedures which mu~jncl11de l,10.guage dominance and pr9fj.cig_p~yie~_t_ing. <!P4..Jc~i':_houtmaximum Pc!rticip.r tion by fully info.oned_p.areD.~$. __in the decision-making process of <! child..:s individualized educatio~~_rog;:~w.e f_il}_dthed1strlCCTS b1.l1~l speci.al education to be inat>.Pr~_p_riate. 5. I '.i I' 'h: The district has failed to ~esign instructional materials and '.-v;;"•·" : , ..1 1/ ~ 1, JI t. needs and to establish uniform programs which meet studc:1ts' .) to measure the progress ·of students in tl1e bilingual criteria '1t'{ty. )//_;/', q,o:• I) ( )I / program. ! ' LI ., In goals 2 and 3 of the plan, the district indicated that it would develop 1011 rt•• • •• ;. '· · individualized p.,rograms and comparable curricula based on individual cog~J..,v nitive profiles. These profiles would be developed u51.ng the results of l/irt••ll·i,,_.,;, tests for proficiency and·achievement. Using these individual cognitive profiles, the district would place students in TBE, ESL or in the mainstream. It would also develop criteria for evaluating the students' progress in such programs. -·- �The effective implementation d~te for most of the above activities and tasks contained in compliance goals 2 and 3 is June 1980 with the eKception of the individual diagnostic profile ~hich was to have been comj>leted by June 19i9. The development of individualized bilingual education programs for less than 20 students in other languages is to be implemented in June 1981. Prior to the actual implementation date of each task, the school system, in accordance with the compliance plan, was to have been working on "development, planning, and acquisition" steps leading to the implemen- , Cation of each goal and task. I To date, most of the TBE students were administered the L~B test- a language dominance and proficiency test.· Nor.e of the non-TBE students had been tested for language proficiency which is scheduled for SY 19791980. Io regards to the "dev~_lopment, planning and ~1cg~isition" c,f individualiz __ ed cognitive profile.s_.IlQn=I~.~-stude_!!t pla~_r~~t in TBE and indlvidual:_ i~ed education programs, the di_stric_L~<i!S un<!J)!~~QJrovide any substant lVe evidence of such efforts lead;ne to tbe developm~nt and· acquisition ai plans tor achieving these goat$ ...... For instanca, projections as to the nu.-aber of new TBE students, staffing needs, classroom needs and availability, monetary considerations had not yet been considered; nor had the use of evaluation measures and criteria for the purpose of developing individualized diagnostic profiles and individualized biling11al educaticn program been developed. With regard to the coordination of tl1e TBE curricula materials and inI struction with the regular program s, we learne<l thac· such coordination occurs on an informal basis to the extent that each teacher may or may not make the individual effort to work joincly with regular curriculum te~chers, and to the extent that the TBE an<l regular classes at a comparable grade are colloc~ted. We know, however, that not all TBE classas are located within the same area as a compa~ablc regular class, and th~t plans for developing policies, guidelines and implementation of a coordinated curricula have not been established. While it.may be true tha~somc of the reading progr~ms presently in use in the TBE program are comparable to those used by regular classroom - teachers, it is not sufficienc to prepare these students in all areas of the curriculum and ease their transfer i11to regular classes. Methods for outlining and monitoring specific classroom goals and objectives, and specification of particular curricula materials and progress timetables need to be defined. Of 480 students enrolled in the TBE program, 372 were administered the pre- and post- LAB and 82·were administered the Comprehensive Test of Basic Skills (CTBS) to measure the progress of students in the TBE program. (Refer to Attachment 3) However, as we have already noted, the -11- �During the course of. th~ revie·.;, \Je learned ·that testing delays are sometimes encountered &,iven the number of student~ in need of testing, the length of time required to ad1~inister each test, impact of Lau compliance, and student absenteeism. D:r:-:ing the past year, the lar.guage dominance tests administered to non-TBE students throughout grades kindergarten to eleven h3d to be .:idrninistcred by the TBE teaching staff which resulted in the teaching staff's absence from TBE classes for several days. Given the number of students presently enrolled in the TBE program who, were not all tested in SY 1978-79; the need to administer on-going language dominance and proficiency tests to newcomers; the potential increase in the number of students who 1.ilt b~ enrolled in the TBE program; and the need to conduct ongoing testing to measure student performance within the program, we fail t.) see how one person will be capable of handling all of the sch-001·-sysEem+strilingua1tescinLn..~ed~n the district when he1s·unaoTecodo S<?_!l.9.W .. We al~o noted that during the SY 1978-79, most of the Lau coordinator's time had been devoted to the cross-referencing of home_language surveys and teacher questionnaires and scheduling oi language dominance tests. Thus, she had been unable to devote more of her time and energies to the planning and development of other compliance goals in conjunction with the TBE department. While we were cognizant of the cooperative efforts ~hich had occurred between the TBE department, the TBE director, and the Lau coordinator, w-e did note a lack of coordination between the roles and responsibilities of the Lau coordinator and TBE director. On occasion, responses to Office for Civil Rights' questions were contradictory or left unanswered, and had to be referred to other persons. **************** Sffifr1ARY Tb,_eLowell School System's efforts Education Program consistenc-w'ith ciat1ngly slow and fragmented. , to devel.2.2 a transitional the complia~-plannave Bilingual been excru-· . 1. For children cited in 1977 as ~ceding TBE services, ,,c note that only partial language dominance testing has occurred. No efforts to administer language proficiency tests,- nor to place these students on even a temporary basis have been made. 2. For students already in the TBE program, cany have not been adequtely tested, ana individualized TBE programs coordinated with the ccr.nparable regular classroom curriculum have not been developed . I I • l,_ �~·:.>~.\ ' _, • •..........--~ .... ' ' L.... ..... Surraner of 1975, a ·copy of the "Task Force Findings Specifying Remedies Available for Eliminating Past Educational Practices Ruled Unlawful under Lau v. Nichols". This is a set of guidelines approved by the Department for achieving compliance with Title VI. Remedial Action \J\)" J Compliance with Title VI of the Civil Rights Act of 1964 and the "Volun' l tary Compliance Plan" is sought by informal means whenever possible. 'we, ')\) therefore, solicit your cooperation in t~king remedial action responsive to the findings of this memorandum. To this end, within fifteen (15) days of the receipt of this letter, the Low~ll Public School Syscem should submit to this office, a revised plan for corrective action and a timetable for its implementation. The revised plan should reflect the following actions: 1. Immediate placement of all A-B Lau category programs pending final language proficiency evaluation on a first priority basis. 2. Immediate language proficiency testing of all "C" category children and.their subsequent placement into appropriate bilingual or standard curriculum programs as needed on a second priority children into TBE testing ·a~d full basis. 3. Upon ·completion of steps 1 and 2, the completion of language dominance and proficiency testing of both TBE and non-TBE students. As students are identified as eligible and in need of TBE services, placement will be effected immediately. 4. Specific steps to ensure that adequate "development, planning, acquisition and piloting" efforts are made prior to implementation of each compliance. objective, goal and task. s. The submittal of all committee recor:imcndations to Office Civil Rights to be completed and submttted within thirty days of receipt ofi. this letter. for (30) 6. The submittal of quarterly compliance reports delineating status of each _compliance goal, objective and task. the We wish to assure you of our full cooperation to the Lowell Public School System in the resol~tion of this complaint. In the event this matter cannot be resolved by informal means within forty-·five (45) days from the date of this letter, formal enforcement action may be initiated by con:menceroent of administtrative proceedings or by means authorized by law. .. .....' . . �/ .......... . ' .. ( Attachment 3 .. . .......... ..... . . . .. . ... TBE STUDENTSTESTED IN SY 1978-79 SCHOOL GRADE Ames Ames Central Colburn Colburn Bartlett Bartlett Green Lee Lee Leblanc Malloy Robinson Robinson Kdg. 1st 1st 2nd 4th 4-6 7-8 2-3 Kdg. 3 5-6 1 7-8 Jr.High Res. Rogers Rogers Rogers Rogers Rogers Shaughnessy Varnum Varnum Lowell High ,3 4 5-6 7-8 Elem.Res. SST 1-2 P-R 9-12 NO. TBE .. STUDt"NTS 27 23 24 24 20 17 14 18 25 15 21 15 24 12 28 15 23 26 1l 8 24 6 46 466 ....... .. ······ .... •• .. ,..... ······ ... ······ .....• ... . ... ·: .. ... . .......... ... . . PRE POST CAAUE CTBS BRIGANCE* LAB LAB 13 6 -o-or -o- 24 15 3 24 20 28 17 22 4 -o-0- -o-0- -o-o20 -o- :-0-0- 22 31 17 40 -o-o-o. -o-o-o- -o- -0- 27 16 24 19 -o-o- -o-o- -0- .25 -o- -o- -0- 40 39 372 -o-0- -o-o-o-o-o4 -o-o-o-o-o-o. -o- -o- -o-o-o-o- -o- -0- -o-o-o-o-o'•6 3 -o9 6 -o16 10 -o- 6• 7 -0- -o- -o-o-o-o-o-o-o-o-o-o-o-o-o- ...... • . .. ; j :. . . If ........ -o-o-o-0-0·· -0- -:-8-0- -o-o-o- 21 -0- 82 0 : .. ..... *Brigance·was administered~to grades 2-6, but records were not available . .. According to Mrs. O'Donnell, "not all second graders at the Varnum and Colburn Schools were tested", nor wer; the st~1dcnts in the Bilingual Special Needs Resource Rooms. - .. ,.:, . ':" -~o!Dlt,i-.<tt~~ • .. -··· ~-- J .. .. ...... , .. . . ....... �EXHIBIT "4" �LOWELLPUBLICSCHOOLSLOWELL, MASSACHUSETTS01852 SCHOOL DEPARTMENT SUPERINTENDENT'SOFFICE ~~~ - DR. PA TRICK J. MOGAN Superintendent 89 APPLETON STREET Telephone 459-n65 April 22, 1980 Maria Montalvo, Director Elementary and Secondary Branch U.S. Office for Civil Rights - Region I 140 Federal Street Boston, Massachusetts 02110 Dear Maria, Enclosed, please find two copies of the Lowell Public Schools revised Lau Compliance Plan, incorporating the recommendations made by your office. .I - I believe that we are now in compliance with the requirements of the Civil Rights Act of 1964 and the Lau vs Nichols decision of the U.S .. Supreme Court,· and look forward to· our being granted the waiver of ineligibility requested in January. I am particularly grateful for the assistance provided by you and your staff, and look to a continued cordial and cooperative working relationship between the Lowell Public Schools and the U.S. Office for Civil Rights. Thank you again. Sincerely, 7c-Patrick J. Mogan, Superintendent PJM:111 Enc. .. �VOLUNTARY COMPLIANCE PLANPURSUANT TO TITLE VI OF THE CIVIL RIGHTS ACT OF 1964 .-.. LOWELLPUBLIC SCHOOLS,LOWELL,MASS. PROGRAMS FOR STUDENTSOF LIMITED ENGLISH-SPEAKING ABILITY . Revised April, 1980 �TABLE OF CONTENTS Pages I. II. III. Statement 1 of Responsibility Lau Compliance Advisory A. Establishment B. Training and Duties 3 - 5 Identification of Primary/Home Language A. Classroom Language Survey B. Home Language Survey C. Primary Language Cross Validation IV. 6 - 7 Assessment of Language Dominance A. Testing B. Categorization C. Evaluator Qualifications V _- Assessment of LanroJ.ai\;e Proficiency A. Primary Language Testing B. English Language Testing c. Evaluator Qualifications VI. VII. • of Aca::: :nic Achievement Assessment A. Assessment in ~he Primary B. Assessment in English C. Evaluator Qualifications D. Student Profiles 3 2 - Team 8 - 9 9 - 11 Language Placement of Students in Appropriate A. Lau Category A and B Students 1, Elementary Students (K-8) a. 20 or more students b. Fewer than 20 students 2. Secondary Students a. 20 or more students b. Fewer than 20 students 3. Curriculum B. Lau Category C. Exit D. Placement of .Students in Special l. Special Education 2. Title I 3. Talented and Gifted 4. Magnet Schools Programs 12 - 22 C Students Criteria Programs - ---·· - -·--··· ---· -···-·-. ---··--- ----------· �TABLE OF CONTENTS Pages ( VIII. Staff Development A. Inventory of Present Staff B. Needs Assessment C. Basis on Which Future Staff 22 - 26 Will Be Provided IX. Parent Notifications and Communications A. Parent Notifications B. Parent/School Communications X. Evaluation A. Process Evaluation 1. Office for Civil Rights Reports 2. Matrix for Compliance B. Product Evaluation 1. Parent Questionnaire 2. Classroom Teacher Questionnaire 3. Guidance Counselor Questionnaire 4. Facilities Review XI. 26 - 27 Appendices A. B. C. D. El E2 F. G. H. Statement of Non-Discrimination Lau Compliance Advisory Team Classroom Language Survey Form Home Language Survey Form Language Survey Comparison Procedures Procedures for Converting BINL Scores Student Categorization Form Basic Inventory of Natural Language (BINL) Bilingual Students Testing-Tutoring Project 27 - 29 �I. Statement of Responsibility The Lowell Public School Department is committed to providing equal educational opportunities to all children in the district (Appendix A) and the activities set forth in this compliance plan are de signed to insure that thes·e opportunities are provided in an equitable and a timely manner. Although the responsibility for meeting the requirements of the Civil Rights Act of 1964 and the Lau vs Nichols decision of the U.S. Supreme Court rests with the Lowell School Committee and the Superintendent of Schools, specific activities of the compliance process are delegated to particular positions within the Lowell School Department. Where responsibility for fulfilling any objective in the Voluntary Compliance Plan is designated to a particular position, the person holding that position and exercising responsibility shall do so under and subject to the authority and supervision of the Superintendent of Schools. A responsibility assigned to any person or position may be transferred to any other person or position by the Superintendent in the best interest o! the Lowell School Department. The Lowell School Department has provided a full-time person to coordinate the implementation of the Lau Compliance Plan. The Supervisor of Tra··. i tio~al Bilingual Education will supervise this person, Some of the responsibilities of this person are, 1. To coordinate the entire implementation of the Lau Plan. 2. To ac·t as liaison between the Lowell School Department and the U.S. Office for Civil Rights. J. ~o :monitor and act as liaison between persons responsi-ble for the implementation of the various objectives. 4. To prepare necessary reports for the OCR, the School Committee and the Superintendent of Schools. 5. To act as informational liaison between the community and the Lowell School Department. 6. To maintain and update necessary documentation. 7. To submit requests for necessary staff, materials, and services. Notwithstanding implementation Super~ntendent the above, the final of the Lau Compliance of Schools. responsibility for the Plan rests with the �2 . TI. Lau Compliance Advisory Team OBJECTIVE: To re-organize the system-wide Lau _Compliance Advisory Team to advise the Superintendent of Schools on the implementation -of the Lau Compliance Plan and to insure that bilingual students (both TBE and mainstream) are considered and involved in all planning activities, changes, and new initiatives in the school system. Responsibility, A. Superintendent of Schools Establishment, Procedure a The Superintendent of Schools has appointed a Lau Compliance Team which includes, but is not limited to1 (Appendix B) Lowell Public Schools Project Director Lowell Teachers Organization Representative Lowell Masters Association Representative Superintendent's designated liaison School Committee Representative Teacher Corps Representative Citywide Parent r~oups Representative(s) Master PAC Repre:~ntative(s) Demographics (Housing).Committee chairman TBE Program Supervisor TBE T_eacher Representative TBE Guidance Counselor Director-of Special Education or designee Directqr of Title I Director of Federal Programs or designee Lau Compliance Coordinator ...., or designee These members will be appointed by the Superintendent on June l of each year to serve for a one year term. The Superintendent will also appoint one of the members to act as chairperson. This chairperson will be bilingual and will convene a meeting at least once a month excluding July and August.· Any future changes in the representation of the Lau Compliance Advisory Team will take into consideration the needed input from the various elements of the school and community. B. Training and Duties, Procedure, • The Lau Compliance Coordinator will conduct. training sessions as necessary to insure that the Lau Compliance Advisory Team understands its role and is able to perform it. The Lau Compliance Advisory 1eam will study the content and time-line of this Plan to insure that implementation is proceeding according to the schedule. The Lau Compliance Advisory Team �- J will also receive suggestions and compla.s from parents. students, staff, and community regarding instances of non-compliance of the Plan, and direct these to the attention of the Superintendent, accompanied by suggestions for improvement of implementation. The Lau Compliance Advisory Team shall act as the first step in the process of mediation if, and/or when disagreements regarding implementation arise. III. Identification A. Classroom of Primary Language Home Language Survey OBJECTIVE, To identify, through the use of a Classroom Language Survey, all students in the Lowell Public Schools who speak a language other than English. Responsibility: Lau Compliance Coordinator Procedure: I. In January; 1978 and April, 1980, the Superintendent of Schools, with the assistance of the Lau Compliance Coordinator and members of the Lau Compliance Team, conducted orientation sessions for building administrators to inform them of the purpose and procedures to be followed in the administration of the Classroom Language Survey forms. Follow-up sessions are held each September to update inforil'.!_ation on current. compliance procedures. These admin~strators then inform all classroom teachers of the purpose of the forms and procedures to be followed. The Classroom Language Survey forms are given to every class~6om teacher at the beginning of each school year, completed and returned to the building administrators within one week. From 1978 to 1980 1 these forms included all students in the district, and were submitted to the Lau Compliance Coordinator by October 1. Beginning in September, 1980, Classroom Language Survey forms will include all students newly-enrolled in the district, and will be forwarded to the Lau Compliance Coordinator within ten days of registration. This same procedure will be followed for all students who enroll from outside the district at any time during the school year, so that all new sturlents eligible for services under Lau are identified immediately. ·(Appendix C) �B. Horne Language 4 - Survey OBJECTIVEi To identify, through the use of a Horne Language Survey form, the primary home language of all students in the Lowell Public Schools. Responsibility: Lau Compliance Coordinator Procedure: A Horne Language Survey form was developed and translated into eight languages (English, Spanish, Portuguese, Greek, Polish, French, Arabic, and Chinese) and sent to every student in the school district. Each section of the survey includes a brief explanatory message from the Superintendent of Schools. (Appendix D) In January, 1978, building administrators attended an orientation session to inform them of the purpose and procedures to be followed in the distribution of the forms. These administrators then informed all classroom teachers of the purpose and procedures to be followed. 14,000 Home Language Survey forms were distributed to all students then in the district, to be filled out by their parents and returned. On the elementary level, a return of 98. 5% was achieved. On the secondary level·, after an initial return of approximately 80%, students were allowed to fill in the information requested, and the response then reached over 97%, Cf those not returned, a number were those of students alread:. identified and being serviced by the Transitional Bilinf~al Education program. Follow-up forms were sent out to other s~udent~ to obtain-information, especially where Classroom Language Surveys indicated the existence of a primary language other than English. Students entering the Lowell Public Schools are enrolled in their neighborhood school by the school administrator. Parents who wish their children to be enrolled in the Transitional Bilingual Education Program do so through the TBE office. In either case, interpreters are available for parents who do not speak English. Parents must provide birth records, immunization records, emergency procedure information, and academic records from former schools. In addition, since September, 1978, all parents of newly-enrolled students are required to fill out a Horne Language Survey form. (Appendix D) This form and the Classroom Language Survey form (Section III-A) are forwarded to the Lau Compliance Coordinator within two weeks of enrolment, for cross-validation of information. The same procedures apply for all students, regardless of origin or linguistic background. c. Primary Language Cross-Validation OBJECTIVE: To cross-validate -the primary Lowell Public Schools. language ... of all students 1n the • - -------•• -• - -•,.·-•••-----r--....--.--~ �5 Responsibility: Procedure one: Lau Compliance Coordinator Cross-Referencing The Lau Compliance Coordinator has cross-referenced the responses of the Home Language and Classroom Language Surveys distributed between January, 1978 and March, 1980. This cross-validation will continue as part of the Lau Compliance Coordinator's duties. This cross-referencing procedure identifies students in the Lowell Public Schools who speak a language other than English, and the language that they speak. The list of these students comprises a part of the permanent files and records kept and updated as necessary by the Lau Compliance Coordinator. The crossreferencing and comparison procedures are shown on Appendix El, and provide initial Lau Categories: A B C D E Procedure Monolingual non-English • Predominantly non-English Bilingual Predominantly English Monolingual English two: a. Students who are clearly Classroom Language Suryey Survey as Lau Category E no further consideration plan. identified by both the and the Home Language students will need for the purposes of this b. Students clearly identified by both the Classroom Language Survey and the Home Language Survey as Lau Category A students will be referred for language proficiency testing in the primary language. c. For remaining students whose primary language is not clearly identified through the Home and Classroom Language Surveys, a language dominance test (BINL) will be administered. If tests are not available in a specific language, the Lau Compliance Coordinator will arrange an interview with the student by a person fluent in the primary language. (University of Lowell personnel and students, or members of the International Institute may be employed for this purpose.) Interviews will be standardized across the district and will be age and grade appropriate. The results of the language dominance tests and/or interviews will be incorporated into the primary language cross-validation form, thus providing the Lau Category. (Appendix F) This crossvalidation process, including language dominance testing when necessary, will be completed within one month of the receipt of the Home and Classroom Language survey forms. �6 IV. Assessment A. of Language Dominance Testing OBJECTIVE: To determine the language dominance of students in the Lowell Public Schools who speak a language other than English. Responsibility: Lau Compliance Coordinator Procedure: From September, 1978 to May, 1980, the Lowell School Department utilized the Crane Oral Language Dominance Test and the Bahia Oral Language Test (BOLT) to determine language dominance of bilingual students. Beginning in September, 1980, the Basic Inventory of Natural Language (BINL) will be used for this purpose. (Appendix G) It will be administered in accordance with the manual of instructions for the pr~paration of students and ~est administrators. The test will be administerec•Jy persons fluent in the appropriate language and in English if necessary, and trained in the proper administration of the test. The testing will take place at the school of the student, during school hours. The BINL will be used to test for language dominance in Spanish, Portuguese, and Greek. For those students whose primary language is other than these three, the Lau Compliance Coordinator will arrange an interview with the student by an interviewer proficient in the primary language. The interview will incorporate selected items from the BINL. All dominance testing of students currently in the Lowell Public Schools will be completed by the end of May, 1980. However, the Superintendent of Schools and individual parents have the right to request re-testing of a child in accordance with all appropriate legal requirements. B, Categorization OBJECTIVE: To determine the distribution of all students in the Lowell Public Schools in the Lau Categories A,B,C,D, E as to language dominance. Responsibility: Lau Compliance Coordinator and �7 Procedure: In accordance with previously-established procedure, students will be placed into appropriate Lau Categories. The procedure for converting BINL scores into appropriate Lau Categories is attached, (Appendix E2 ) The Lau Categories signify the following: A - Monolingual exclusively non-English. Students who speak a language other than English. B - Predominantly non-English. Students who have some understanding of and speaking ability in English, but whose ability to communicate is mostly in a language other than English. C - Bilingual. Students who are able to communicate equally well in English and in another language. D - Predominantly English, Students who are able to communicate in another language, but for whom English is the predominant language .. E - Monolingual excli;•~vely . English, Students who speak English • C. Categorizatiun of all cm-rent. students will be completed by September l, 1980, and will continue on an ongoing basis for all new students, within seven(?) weeks of registration. Evaluator Qualifications OBJECTIVE: To train staff Basic Inventory Responsibility: in the proper administration of Natural Language (BINL). Lau Compliance of the Coordinator Procedure: On May 8, 1980, Dr. Charles Herbert, author of the BINL will be in Lowell to train personnel in the proper administration of the BINL. A core team consisting of bilingual teachers from the Transitional Bilingual Education Program, bilingual specialists, and bilingual and English testers employed under the Lowell Tutoring-Testing Project will be available for this training session. Also invited will be professional personnel from the University of Lowell and other institutions of higher learning. Further training and review will be arranged as needed to implement the BINL testing program. �8 V. Assessment A, Primary of Language Proficiency Language Testing OBJECTIVE: To assess students in Lau Categories A,B, and, if appropriate, C, for primary language proficiency within twenty school days of completion of dominance testing, Responsibility: Lau Compliance Coordinator Procedure: Oral proficiency of students who speak Spanish, Portuguese, Greek, as well as other languages, will be determined from the fluency and complexity scores of the BINL. Reading proficiency in Spanish, Portuguese, and Greek will be measured through native language_CLOZE tests, using age and grade appropriate selections. These tests will be administered by bilingual teachers or testers who speak the student's primary language. For students who speak languages other than those mentioned above, reading proficiency will be measured through an Informal Reading Inventory (I.R,I.) B, English Language Testing OBJECTIVE: To assess students in Lau Category C for English language proficiency by October 31 of each year. Responsibility: Lau Compliance Coordinator Procedure: Oral proficiency in English will the fluency and complexity scores elementary and secondary students. be determined from of the BINL, for Reading proficiency in English will be measured through the ICRT (Criterion Referenced Reading Test) or an equivalent test. This is the measurement instrument currently being administered in the district. The test will be administere·d by the classroom teacher in the standard curriculum classes and by the ESL teacher if the student is in the bilingual program. Any equivalent test utilized would be one which is also utilized by the district. - �9 Reading proficiency in English for students in Grades 9-12 will be measured with the ICRT or an equivalent test. The test will be administered by the English teacher in the standard curriculum classes and by an ESL teacher in the bilingual program. An equivalent test would be one which is also utilized district-wide. Where language proficiency test results in English are inconclusive, Lau Category C students will be tested for primary language proficiency. • C. Test Acquisition and Evaluator Qualifications OBJECTIVE: To secure primary language CLOZE and I.R.I. tests and a formalized reading evaluation form, and to trairi staff in the administration of these tests, ~swell as the ICRT and other appropriate tests. Responsibility: Supervisor of TBE Program Procedure: • CLOZE and I.: I. tests in the various appropriate languages and a formalized reading evaluation form will be secured under the leadership of the Supervisor of the TBE Program by September 30, 1980. Prior to the actual test date, appropriate training will be proviaed to all personnel, including classroom teachers, who will be administering any of these tests. VI. Assessment A. of Academic Achievement Assessment in the Primary Language OBJECTIVE: To assess students in Lau Categories achievement in the primary language. Responsibility: Procedure one: Supervisor A and B for academic of the TBE Program Math Students will be tested for math skills by bilingual teachers in the students' primary language by January Jl, 1981. The WRAT(Wide Range Achievement Test, math component) or another appropriate test will be used. Instructions will be translated into the appropriate language(s). New students will be administered the WRAT- math component, within one month of categorization as A or B students. �10 Procedure two: Reading Students will be tested for reading skills by bilingual teachers in the students' primary language by January Jl, 1981. The CLOZEprocedures or the I.R.I. will be used to determine whether or not a student is reading at grade level. New students will be tested for reading skills within one month of categorization as A or B students. ~he determination of reading below grade level will be defined as scoring one or more standard deviations below the norm. B. Assessment in English OBJECTIVE: To assess students in Lau Category achievement in English. Responsibility: Lau Compliance C for academic Coordinator Procedure: In October of each year, students in Lau Category C will be administered the I.C.R.T. This is the test currently being administered to monolingual English students in the Lowell Public Schools. Results of these tests should be available by the end of November, at which time Lau Category C students whose achievement is comparable to English monolingual students will be mainstreamed as identified, but no later than one month after identification, or the first school day of January of the following calendar year. Lau Category C students whose achievement is not comparable to English peers (one or more years below grade level) will be given an achievement test in the primary language, and resulsts of both tests will be compared to determine appropriate placement. '· C. Evaluator Qualifications OBJECTIVE: To train bilingual personnel to administer academic assessment instruments in the primary language of students. Responsibility: Supervisor of TBE Program r �11 Procedure: The Supervisor of the TBE Program, with the assistance of the Bilingual Guidance Counselor and the Bilingual Curriculum Coordinator, will coordinate training of bilingual personnel for carrying out assessment of academic achievement in the primary languages of students. Test instruments will be those indicated in Section IV-A, namely, the WRAT-math component, the I.R.I., and CLOZE instruments for reading, or equivalent tests. Translations of verbal instructions of various components of the WRAT-math component tests will be done by persons fluent in the primary languages. Appropriate training will be provided to all personnel who· will be administering these tests, including bilingual classroom teachers, testers,(Appendix H) and any person who will administer an Informal Reading Inventory. • Training Bilingual persons, involved D. Student will be provided by the Boston University Ar:· istance Center staff and other qualified. ar.~ will be scheduled so that all personnel are properly prepared prior to test dates. Profiles OBJECTIVE: To develop and maintain a cognitive/language profile for each student in Lau Categories C in the school system. Responsibility: Supervisor needs A, B, and of TBE Program Procedure: Under the leadership of the Supervisor of the TBE Program, a cognitive/language needs profile will be updated for Lau Category A, B, and C students upon receipt o~ all assessment data. This information will be placed in the student's permanent record folder. Copies will also be kept in the Bilingual Program office for easy access. Student profiles for all current A, B, and C students will be updated and maintained. Profiles for all new students will be developed prior to placement. I L. .. ... . ·- .. ... .,, ....... .. ·-· -· , ·-· ... -...,-.--.-~-•sr-----, ·--· •- ...,.,- ...._......._.,----r --, --. ·- ,- --"' -~-1 ·- --r--T0...,.....-,--- ' �12 VII. Placement A; of Students Lau Category 1. Elementary a. in Appropriate Programs A and B Students Students (K-8) Twenty or more students OBJECTIVE: . . To provide for Lau Category A and B students, (based on results of assessments) in language groups of twenty or more, an elementary (K-8) Transitional Bilingual Education (TBE) program which is in compliance with state and federal law, regulations and guidelines. . " ... , ~ ::: ► f. :: .. ~ ti\ ~ I; -I I - Responsibility: Supervisor Procedure Kindergarten one: of TBE Program The Lowell Public School Department will provide a TBE Kindergarten program for children who will be four years and nine months old by O_ctober 1 of each school year. Kindergarten age span will be within the one-y.ear limit mandated by Chapter 71A of the Massachusetts General Laws. Within each bilingual kindergarten class, students will receive instruction in the native language for reading/math readiness, native language development, and ESL instruction. Procedure two: Grades 1-8 The Lowell School Department will provide a TBE elementary program for children in grades 1-8 based on a system composed of primary, middle, and upper el~mentary. Classes adhere to the three-year age span required by Chapter 71A of the Massachusetts General Laws. Depending upon results of language dominance and language proficiency testing, as well as the student's chronological age, he/she will be placed in the appropriate grade level of the TBE program. Within each level, students will be grouped for native language instruction based on language proficiency and achievement . • i �All student. in the TBE program will integrated with standard curriculum students in art, music, physical education, and recess. Students in the elementary TBE programs will receive instruction in the following subjects: Mathematics Health Social Studies Guidelines U.S. History Reading and Language Arts Native History and Culture for native language instruction are as follows: Students in Lau Category A will receive at least 80% instruction in the native language and an ESL component. Students in Lau Category B will receive at least 65% instruction in the native language and an ESL component. b. Fewer than twenty students: OBJECTIVE: To develop a flexible and effective approach to providing instruction to individual or small groups of limited English-speaking students in various schools. Responsibilitv: Lau Compliance Coordinator Procedure: ESL instruction and some tutoring will be provided with Title I assistance (in schools eligible for such services) to students whose primary need is determined to be high intensity English language instruction. For other students, assistance will be provided through volunteer or paid tutors in English as a second language, or in the content areas in the primary language, to allow students to progress in general areas as they learn the English language. (Appendix H) These services will continue until it is determined these students are able to function satisfactorily standard classroom without additional services. 2. Secondary a. that in the Students Twenty or more students OBJECTIVE: To provide a Transitional Bilingual Education (TBE) Program for Lau Category A and B students when there are twenty or more in the district who speak the same language. - �Supervisor Responsibility: of. Program Procedure: The Lowell School Department will provide a TBE secondary program for students in grades 9-12. This program will offer all courses required for graduation in the primary languages as well as ESL courses at various ability levels. In addition, courses in the native languages and cultures will be offered at various ability levels. Secondary TBE students will be integrated with standard curriculum students in art, music, and physical education. Courses are presently being offered in Portuguese and Spanish. b, Fewer than twenty students OBJECTIVE: To provide ESL support to Lau Category A and B students in language groups of fewer than twenty. Responsibility: Supervisor of TBE Program Procedure: Lau Category A and B students in grades 9-12 will be placed into standard curriculum classes. ESL classes will also be provided and their English proficiency and achievement levels will determine into which ESL classes they will be placed. For students who have been found not to be achieving at grade level, further screening will be done for placement into special programs. This screening and placement will be done as specified later in this plan. 3, Curriculum OBJECTIVE: To insure that all Lau Category A and B students have access to a comprehensive and sequential curriculum of instruction that is comparable in scope and sequence to that of all students in the LPS. Responsibility: Supervisor of TBE Program r • -------- -----~-- �.l. .J Procedure one: Elementary All Lau Category A and B st.udents in grades K-8 will receive ~he same curriculum of instruction that all students in the Lowell Public Schools receive. The courses taught are: Language Arts Mathematics Social Studies Science Health and Safety History and Culture (Native) Art Music Physical Education Home Economics Industrial Arts The manner and the language in which Lau Category A and B students will receive instruction in these subjects has been set forth earlier in this plan. Procedure two: Secondary All Lau Category A and B students in grades 9-12 who have been placed in a TBE program will be offered all courses required for graduation from the Lowell Public School district in their primary language. with the exception of physicai education. They wi1:· be integrated with standard curriculum students -;.n phy.sical education. In addition to these courses, they will be offered language and culture courses in the primary languag~ and English as a Second Language courses at various ability levels. These courses will be offered in a sequence which will allow Lau Category A and B students to graduate from high school within the usual four year time period. This means that some courses will be offered on alternate years when this does not prevent a student from graduating. Those students who have not been placed in a TBE program (i.e., fewer than 20 in number) will be placed in the standard curriculum and in addition will be offered ESL courses at various ability levels. , For Lau Category A and B students in grades 9-12 who have been found not to be achieving at grade level, further screening will be done for placement into special programs. This screening and placement will be done as specified later in this plan. --·. ------·· ·-----· . -----... --- . --· �Procedure three: Materials By February 28 of each school year the Coordinator of TBE Curriculum will conduct an inventory of teaching materials currently in use in the Bilingual Department. A survey will also be taken of Bilingual Department staff to determine what primary language and English language teaching materials are needed. The Coordinator of TBE Curriculum will work in close collaboration with district-wide Curriculum Coordinators to insure comparability of materials. By March JO of each year, the Coordinator of TBE Curriculum with the help of bilingual staff members and district-wide Curriculum Coordinators, will decide which materials will be purchased. Should there be materials needed which are unavailable for purchase, the Coordinator of TBE Curriculum will arrange ways in which those materials can be de~eloped: a. b. c. r ' 4. through Title VII National Network; or through the use of consultants who will the materials; or through materials-development workshops to school department staff. Lau Category A and B Students develop offered in the Mainstream OBJECTIVE: To insure that Lau Category A and B students standard curriculum classrooms are provided assistance to function in the classroom. Responsibility: Lau Compliance who are in with needed Coordinator Procedure: Lau Category A and B students who are in standard curriculum classrooms because of parental choice will be provided with tutorial help, if primary language tutors can be found, and/or ESL assistance, according to their needs, until they are functioning at the same level as their peers, or until other services are available. (Appendix H) �17 B. Lau Category C'tudents Students who have been determined to be bilingual and placed in Lau Category C will be placed in the standard curriculum of the Lowell Public Schools and will receive their academic instruction in English. Should any Lau Category C student be performi~g_below grade level, further screening will be do~e for placement into an appropriate program to insure maximum success. (Section D) C. Exit Criteria OBJECTIVE: To mainstream linguistic lingual English classes. Responsibility: minority students into mono- Supervisor of TBE Program, in conjunction with the Lau Compliance Coordinator. Procedure: Beginning April 1, 1980, students who have completed one or more years in a TBE program will be assessed for the purpose of tletermining whether the student will be assigned to the standard curriculum for the next year. The assessment procedure will be based upon the following c,ri teria: 1 - language prc~~ciency post-test in English 2 - achievement test in English for students who, on the basis of these tests, appear to be ready for mainstreaming. All of these tests will follow the same procedures outlined earlier in this plan for dominance, proficiency and achievement testing. Upon completion of the post-testing, the student's guidance counselor will call a meeting of the Bilingual Pupil Study Team consisting of, 1 Guidance Counselor 2 - Parent(s) 3 - Primary language-teacher 4 - ESL teacher 5 - Standard curriculum teacher who will instruct the child (elementary school level) 6 - Principal or designee 7 - Other specialists as applicable This team will meet to decide whether, 1 - language proficiency post-test scores demonstrate that the student's English abilities allow him/her to perform satisfactorily in a monolingual English classroom.· If they do, then the student will be placed in the s~andard curriculum in September of the following year. If they do not, the student will continue in a TBE program for another year. r ---- --, -:---, ·- ~ ·-, ---, �18 2 - achievement test scores of the Lau Category C student demonstrate that the student is performing at grade level. If they do not, then the student will qe placed in the standard curriculum and referred for further screening and placement into an appropriate special program. When it has been decided that the TBE student in grades K-8 will enter the standard curriculum the following September, a system of partial integration will be scheduled jointly by the standard curriculum teacher, the ESL teacher and the primary language teacher. Under this system of partial integration, the student may be scheduled to take Math, Language Arts, and/or Social Studies in the stanaard curriculum class and the other subjects in his primary language arid/or ESL class. The purpose of the partial integration process is to help alleviate the fears most TBE students have about their ability to perform academically in a monolingual English language class, It also gives the student an opportunity to make new friends and form new peer-group ties prior to being separated from his previous friends and peer group. D. Special Programs Special 1. Education OBJECTIVE, To provide the necessary special to insure appropriate assessment, seivice delivery to Lau Category special needs. education specialists diagnosis and A and B students with Re§ponsibility: Director of Special Education. The Supervisor of the TBE Program and Staff will act as liaison between the Special Education Department and the TBE Department. Procedure one, Screening and Assessment An evaluation team will be secured to do the screening and assessment of Lau Category A and B students with special needs. This evaluation team will be composed of either a psychologist who speaks the primary language or a special educator, L.D. specialist or other appropriate specialist who speaks the primary language. The Lowell School Department presently employs a Spanish-speaking psychologist. If, after a careful search has been conducted, the school department is unable to secure one of these specialists who speak the primary language, every effort will then --• ·---·- t•4· .... -•-,--· r --• r- -r•·-- -• - ....... ... -----: ..-·- - ; I . ----, ·--- . . .- .. - �19 be made to purchase services from other public or private school systems. If it is clearly not feasible to employ or contract the services of a specialist fluent in the primary home language, an interpreter will be provided to assist Englishspeaking specialists. In all.cases, the Lowell School Department will adhere to the special education evaluation process as set forth in federal and state guidelines. Any evaluation conducted for a student whose primary language is not English shall incorporate the results of language dominance, proficiency, and achievement tests administered to the student in the primary language. The individual Educational Plan which is developed for a special needs Lau Category A or B student will include a statement indicating in which specific language(s) services will be provided. The caseload of bilingual specialists shall not exceed the caseload ordinarily required of monolingual English-speaking specialists. Procedure -:.wo: • €..·, Once the aluation team has determined that special se~vices are necessary for Lau Category A and B students, the Lowell School Department will provide those services according to the In_di vi dual Educational Plan by: 1. 2. J. providing bilingual special education classes;or seeking to purchase services from private services providers; or providing an instructional aide who speaks the primary language to assist a Lau Category A or B student who has been placed in an English-speaking special education class. Special Education policies and procedures will be in accordance with Massachusetts General Laws, Chapter 766, and Public Law 94-142 of the Federal Laws. �20 2. Title I OBJECTIVE: To provide equal access to.Title I services Category A and B students who qualify. for Lau Responsibility: Director of Titler. The Supervisor of the TBE Program and Staff will act as liaison between the Title I Program and the TBE Department. Procedure: The Lowell School Department will offer services that are comparable to the services offered monolingual English-speak1ng students. At the elementary level, Title I remedial reading is given to students in grades )-8 based upon the following criteria: 1 - Report card grades 2 - Teacher recommendati'on ) - Standardized test scores At the secondary level, remedial reading and math are given to students in grades 9-12 based upon the following criteria: 1 - Report card gr~des 2 - Teacher recommendation ) ~ Standardized test scores The criteria to be followed for acceptance into the Title I program for Lau Category A and B students in graaes 1-6 will be: 1 - Report card grades 2 - Teacher recommendation J - Results of achievement tests administered during identification process, which indicate that the student is t~o or more years behind grade lev~1. the For those Lau Category A and B students who qualify for Title I services according to these criteria, the Lowell School Department will provide the following: ) ESL Teachers English 2 ESL Teachers English/Spanish 1 Instructional Aide English/Portuguese 1 Bilingual Social Worker English/Spanish �21 3. Talented and Gifted (TAG) Program OBJECTIVE: To provide equal access to the Talented and Gifted (TAG) Program for Lau Category A and B students who qualify. Responsibility: Lowell Public Schools Project Director Procedure: The Lowell School Department proposes the development of a magnet program for talented and gifted students. Such a pilot program (grades 1-3) would be planned jointly with and funded through the Office of Equal Education Opportunity at the State Department of Education. Lowell's TAG Magnet Program will include the following components: a. a non-graded program for approximately 30 students, grades 1-3; b. at least 40% of the TAG students will be minority students (as defined by the Commonwealth of Massachusetts); c. a staff of two teachers and two aides. One teacher and one aide will be bilingual; d. the services of cultural/ethnic and curriculum consultants; e. multicultural curriculum and approaches; f. integration of TAG staff, students and resources within the home school through involvement of regular education teachers and students in TAG activities; assignment of TAG students to regular homerooms; dissemination of curriculum materials to regular education classes; g. an instructional program which includes math, science, language arts, social studies, music, and art; and which promotes skills-oriented, experientiallybased approaches to learning; h. dissemination of program materials and techniques to all other Lowell schools with K-6 programs, for sharing with teachers and students not in the pilot program; i. workshops for parents, to share program philosophy, materials, and techniques. I l �, 22 4. Magnet Schools II OBJECTIVE: ! To provide equal , for Lau Category access to the Lowell Mamet Schools A and B students,. Responsibility, Procedure Lowell Public Schools Project Director one: Lau Category A and B students who qualify for magnet schools will be given equal opportunity to attend, in accordance with state and federal laws governing racial and ethnic balance in public schools. Procedure two, If twenty or more Lau Category A and B students of one language group are enrolled in a magnet school or program, a primary language teacher and/or aide will be provided for each such group, according to previouslyestablished procedure for other district schools and programs. VIII. Staff Development ... A. f Inventory of Present .. Staff OBJECTIVE: To determine the existing staff the TBE Department for assisting English-speaking ability. Responsibility, Supervisor resources students available in of limited of TBE Program Procedure, The Lowell School Department classifications of personnel currently has the following in the TBE Program: Supervisor_ Primary langua_ge Teachers ESL Teachers Spanish Bilingual Special Education Resource Room Teachers Primary Language Instructional Aides ESL Instructional Aides Spanish Bilingual Psychologist Tri-lingual Guidance Counselor (Spanish/Portuguese/Eng~ish) Tri-lingual Community Liaison (Spanish/Portuguese/English) P.A.C. Coordinator Spanish Bilingual Social Worker Title IESL Teachers Title I Bilingual Instructional Aides Title l Spanish Bilingual Social Worker I l �23 • Staffing assignments within the TBE Program are based upon distribution within the various language areas. Staff assignments and student distribution by schools as of March 1, 1980, are as follows: of No. of Primary Students Lang.Teach. Elementary 23 1 also 10 1 also 18 1 also 1 also 19 1 also 25 No. School Language Washington Shaughnessy Molloy Green Bartlett Pawtucket Memorial Robinson Varnum Rogers Spanish Spanish Spanish Spanish Spanish R;.::!rs Portuguese 3 Central Ames Colburn Portuguese Portuguese Poi;-~uguese 2 1 1 Spanish Spanish Spanish· Spanish 47 2 35 3 28 2 1 10 of Primary Aides of No. No. ESL Teach. teaches teaches teaches teaches teaches also also teach teach also 1 teaches ESL ESL teaches 1 1 1 ESL 3 ESL 2 1 2 Secondary Lowell Lowell Lowell H.igh High High Spanish Portuguese Other 39 16 5 1 1 1 The Lowell School Department also currently specialists to meet the special educational English-speaking students: Position Number Bilingual Psychologist 1 Guidance Counselor 1 Resource Room Teachers 3 Social'Worker 1 of ESL Aides ESL 1 ESL ESL ESL ESL 1 1 also No. 1 employs the following needs of limited Language Spanish Spanish/Portuguese Spanish Spanish 1 �24 In addition to these specialists, the Lowell School Department also employs the following para-professionals to serve limited English-speaking students, Number Position Language 1 School-Community Liaison Instructional Aides Instructional Aides Spanish/Portuguese Spanish Portuguese 4 8 The TBE Department March 1, 1980. also has the following administrators, as of Number Position Language l 1 1 Supervisor, TBE Program Lau Compliance Coordinator TBE Curriculum Coordinator English/Czech. English/French English/Greek The following positions Number Position Language 3 ESL Teact.ers ESL Teac~ ·.rs Instruct:::nal Aide Bilingual Social Worker Englis}:l English/Spanish Portuguese/English English/Spanish 2 1 1 are provided through Title I funding: The followin~ ~ositions are funded through a Title VII Grant servicing 80 Spanish, Portuguese, and English dominant preschoolers, Number -Position Language 1 Project Director (TBE Program Supervisor) Teacher/Coordinator Teachers Community Liaison Instructional Aides English/Czech l 2 1 2 Spanish English/Spanish Spanish/English Spanish/English �25 B. Needs Assessment OBJECTIVEs To determine what staff resources and staff needs exist in the Lowell Pubiic Schools for assisting students of limited English-speaking ability. Special-emphasis will be placed _on the areas of primary language instruction. English as a Second Language instruction, testing. mainstreaming linguistic minorities. special education programs. and use of community resources. Responsibility: Assistant Superintendent for Personnel. in cooperation with the Supervisor of the TBE Program. Procedures: A system-wide inventory of staff resources and a system-wide survey of staff needs in meeting the educational needs of limited English-speaking students will be carried out by the Personnel Office of the Lowell School Department by no later than October 31. 1980. The purpose of the inventory and the survey will be, 1. To identify staff with specific skills in working with students of li~:ted English-speaking ability. ,for possible use a.~ instructional staff and as training leaders/resources. _.. 2. To identify the areas where teachers and other staff membe..rs need improvement to become more effective in meeting the needs of limited English-speaking students. The inventpry of staff resources and the survey of staff needs will be used by the Superintendent of Schools to determine and to meet the future staff needs. C. Basis On Which Future Staff Will Be Provided OBJECTIVE: To identify and utilize staff capable of providing primary language instruction, ESL instruction. special needs assessment and services. and technical/occupational instruction and/or assistance. Responsibility1 Assistant Superint~ndent for Personnel Procedures, . The Lowell School Department will provide appropriate staff to meet the educational needs of limited English-speaking students. in accordance .~ith state and federal laws and regulations. The Lowell School Department will also provide �26 the staffing necessary to compile and collate information maintain proper records relative to the Lau Compliance implementation. and In the TBE program, the teacher-pupil ratio will be 15:1 without an aide or 2011 with an aide. The Kindergarten classes will be separated from the other grades with only ·one-year age span among the children. IX. Parent Notification A. Parent and Communications Notification OBJECTIVE, To develop notifications to parents which will explain the procedures and services available in the Lowell Public Schools for all students and in particular for students of limited English-speaking ability. These notifications wi11 initially be available in English. Spanish, and Portuguese, and will be translated into other languages as the need arises. Responsibility, Supervisor of the TBE Program. Lau Compliance Coordi~ator. Project Director. Directpr of Title I. Directic~ of Special Education. each school building administ:ator .. The Project Director will act as liaison between the various departments, programs. and schools. Procedure: .The Home Language Survey form will identify those homes in which parents will need to receive school and program notices in a language other than English. In such cases, the administrator responsible will contact the Project Director and will be provided with a list of persons qualified to do translation. It will then be the responsibility of each administrator tosee that these notifications are, in fact. translated and sent to the proper homes. In order to facilitate the notification process. the Lau Compliance Coordinator will compile summary data for each school. which will include the number of students in each school by language group. This will be done by October JO of each year. B. Parent/School Communications OBJECTIVE, To encourage parents of limited English-speaking students and school staff to communicate regularly with one another. Responsibility, Supervisor of TBE Program. and Staff. �27 Procedure: There are already existing procedures to encourage and facilitate the achievement of this objective, 1. Teacher/Parent Conferences are regular school policy. 2. All special services provided to students require parent participation in program planning a~d evaluation. J. The Bilingual Department has helped to establish Parent Advisory Councils for those parents who speak Spanish and Portuguese. 4. The Bilingual Department presently employs Parent Advisory Council Coordinators and Community Liaisons who speak the appropriate primary language to help facilitate PAC meetings, and the collection and distribution of information. 5, The Bilingual Department has also established a Master PAC (Parent Advisory Council) which consists of elec.ted representatives from each of the separate Parent Advisory Councils. In addition, parents will be invited to participate· in staff inservice programs where they have special skills or insights which would be helpful to staff development. Also, in order to be sure that ~ •.rents are familiar with current state and federal laws anc·· chool department programs as they relate to limited English-speaking students, the administrative head of each special program (i.e., Special Education, Title I, etc.) or his/her designee will attend at least one Master Parent Advisory Council meeting during each school year, to explain to the parents the requirements of the law and/or the specifics of their program. x. Evaluation A. Process Evaluation: Responsibil~ty: Lau Compliance Coordinator Procedures: The Lau Compliance Coordinator will meet regularly with all persons responsible and involved in the implementation of this plan to insure that the objectives are being met within the allotted time-frame and to offer assistance in resolving schedule conflicts. The Lau Compliance Coordinator will also meet regularly with the Lau Compliance Advisory Team to keep them informed of the details regarding implementation. Further, the Lau Compliance Coordinator will keep the Superintendent of Schools informed of the details of implementation, and advise him of ways in which to resolve any district-wide problems which may emerge. �28 1. Office for Civil Rights Responsibility: Reports Lau Compliance Coordinator Procedure: Quarterly Reports will be sent to the U.S.· Office for Civil Rights, Region I, on dates specified by the OCR. 2. Matrix for Compliance The following dates signify times by which specific tasks outlined in the plan are to be accomplished. This matrix will be utilized to monitor the school district's implementation of the plan. (Where the year is not indicated, activities are ongoing a,nd to be done each year.) *Tentative ... . April 3, 1980 April 8, 1980 *April .. Submission of Revised Plan to OCR Orientation for building administrators on Lau Compliance Plan Quarterly 15, May 8, 19so· May 30, 1980 - Report BINL Training to OCR Session Dominance Testing, A,B,C, completed Appointment of Lau Compliance Advisory Team by Superintendent Appointment of LCAT Chairperson Classroom Teacher, and Parent, Guidance Counselor Evaluation Questionnaires Distributed Facilities Review completed June 1, June 15, Information/Training Session for Lau Compliance Advisory Team *July 15, Quarterly September September 1, 1980 , - Report to OCR students Categorization of current completed Horne Enrolment of new students: Language Survey and Classroom Language Survey distributed; sent to Lau Compliance Coordinator within ten days • �29 September 20, Cross-validation September JO, Language dominance testing, new students, completed September JO, 1980 CLOZE and I.R.I. tests *October 15, Quarterly to OCR October JO, Summary data for each school completed Academic achievement testing, English, completed October Jl, November JO, January *January --- - , 1981 secured English language proficiency testing, Lau Category C students, completed Inventory of Staff Resources, completed Results of English academic achievement testing received Placement or servicing of.B,C students Facilities Review begins Quarterly Report to OCR 15, January JO, 1981 Primary language achievement testing, Math/Reading, completed February 28, Inventory of teaching completed March JO, April 1, June •··--. 1980 Report completed -------- , 1981 - materials, Materials to be purchaseddesignated Assessment of students to be mainstreamed out of TBE Cognitive/language needs profiles for current A,B,C students updated . - . - -· - �30 B. Product Evaluation OBJECTIVE: To monitor the progress students to insure that met. Responsibility: Procedure of limited English-speaking ability their educational needs are being Supervisor one: Parent of the TBE Program Questionnaire A parent questionnaire will be designed to seek information from parents about the district's procedures and services to students of limited English-speaking ability. This questionnaire will be distributed each January and June, beginning in June, 1980, as a monitoring device. The questionnaire will be available in those languages for which school notices in a primary language are needed. Procedure two: Classroom Teacher Questionnaire A questionnaire for classroom teachers, and others providing instructional services to limited English-speaking students, will be designed to get information about the district's procedures and services for these students. This questionnaire will be distributed in June, 1980 and in January and June of each year thereafter, as a monitoring device. Procedure three: Guidance Counselor Questionnaire A questionnaire for guidance counselors of limited Englishspeaking students will be designed to seek information about individual student progress. The guidance counselor will submit to the Lau Compliance Coordinator and the Supervisor of the TBE Program the following information for all Lau Category A and B students by June 1, 1980: 1. The results of the pre-testing procedure of dominance, proficiency, and achievement tests administered during the identification process, and 2. The results of the post-testing procedure of dominance, proficiency and achievement tests described in the section under Exit Criteria, Based upon the pre-test and post-test scores, the TBE Program Supervisor will make a statistical summary showing individual student progress on a system-wide basis. Procedure four: Facilities Review OBJECTIVE: To review bilingual the facilities and locations of the various and ESL programs and to make necessary changes �31 as appropriate English-speaking Responsibility; to the educational students. needs Chairman of the Lowell Demographics (Housing) of limited Public Schools Committee Procedure: The Chairman of the Demographics Committee in consultation with the Lau Compliance Coordinator and the Lau Compliance Advisory Team will review bilingual and ESL Program facilities and locations beginning in January of each year. The review will take into consideration the home districts of limited English-speaking ability students, parent preference, and ava~lable space. The Chairman of the Demographics Committee will make recommendations for future needs regarding facilities and locations by June 1 of each year. �LIST OF APPENDICES ~· ... :. ...-,•·, . A. Statement of Non-Discrimination B. Lau Compliance c. Classroom D. Home Language Survey Form El. Language E2. Procedures F. Student G. Basic H. Bilingual Advisory Team Language Survey Form Survey Comparison Procedures for Converting BINL Scores Categorization Inventory Form of Natural Students Language Testing-Tutoring (BINL) Project �A Fi1e: AC NONDISCRIMINATION. Respect for the dignity ·and worth of each individual shall be paramount in the establishment of all policies by the School Comnittee and in the administration of those policies by its staff. The Constitutions of our nation and state, pertinent legislation enacted at these two levels of government, as well as court interpretations regarding citizens' rights, undergird this statement. The Committee recognizes that not all persons in this corranunityare recipients of the rights and benefits afforded them as citizens of our state and nation. Manysituations are beyond the capability of the schools to conquer on their own: all of society is responsible for and must participate in their solutions. /fow•vh-,public schools do have the responsibility to overcome, insofar as poss1PI~. any barriers that prevent children from achieving their potential. ne 1s pJblic school sy~tem will do its part. This tO!TTllitment to the conrnunity ~ffinned in the following statements of School C011'11littee intent to: • . 1. Promote the rights and responsibilities of all individuals as set forth in the state and federal .Constitutions, pertinent legislation, and applicable judicial interpretations. 2. Encourage positive experiences in humanvalues for children and youth and adults, all of whomhave differing personal and family characteristics and who come from various socioeconomic, racial, and ethnic groups. 3. Work toward a more integrated society and to enlist the support of individuals as .we11as that of groups and agencies, both private and governmental. in such an effort. 4. Utilize all appropriate comnunication and action techniques to air and reduce the grievances of indi.viduals and groups. 5. Carefully consider, in all the decisions made within the school system, the potential benefits or adverse consequences that those decisions might have, on the humanrelations aspects of all segments of society. 6. Initiate a process of reviewing policies and practices of this school system in order to achieve to the greatest extent possible the objectives of this statement. The COljJTlittee'spolicy of nondiscrimination shall extend to students, staff, the general public, and individuals with whomit does business; and shall apply to race, national background, religion, sex, economic status, political party, age. handicap, and other humandjfferences~ Current practice codified 1978 Adopted: date of manual adoption l of 2 �A Fi 1e: AC LEGAL REFS.: M.G.L. 76:5 (Chapter 622 of the Acts of 1971) M.G.L. Chapter 71B (Chapter 766 of the Acts of 1972) Civil Rights Act of 1964, as amendedin 1972, Title VI. Title VII Executive Order 11246, as amendedby Executive Order 11375 Equal EmploymentOpportunity Act of 1972, Title VII Education Amendmentsof 1972, Title IX (P.L.. 92-318) 45 CFR. Parts 81. 86 (Federal Register June 4. 1975, August 11. 1975) Rehabilitation Act of 1973 Education for All Handicapped Children Act CROSSREFS.: GBA,Equal Opportunity Employment JB, Equal Educational Opportunities It is the po1icy of the Lowell Public Schools not to discriminate on the basis o'.ti:e, color, sex, religion, or national origin in its educational programs, ~c.h·viti es, or emp1oym_e·nt po1icy as required by Chapter 622 of the Genera1 Law~ftcts of 1971 and Title IX of the Education Amendmentsof 1972. nc,.:ipted5/12/76 LEGAL REFS.: cited above Note: Requirem&llts adopted by the State Board of Educ:ation to promulgate Chapter 622 may be c:onsultec ip a public:ation of the Department of Educ:atien, Ch.apter 622 Regulations, 1975. Lowell Public Schools. Lowell. Mass. 2 of 2 �B Lau Compliance Advisory Team To be named June 1, 1980. Membership will with Quarterly Report to OCR be forwarded �C LOWELLPUBLIC SCHOOLS LOWELL,~~SSACHUSETTS Classroom Teacher _____________ _ School _____________ _ Language Survey -------- Date Grade -----·--Room·----- (For all students enrolling from·outside the system. This includes students who left the ~"St1nn and are returning.) PLEASE ATTACHTO HOMELAN:}UAGE SURVEY-(PARENT QUESTIONNAIRE)Al'::) 5:,;;-;J, WITHIN TEN DAYSOF ENROLMENT,TO: Lillian L. Lamoureux, Lau Compliance Coordinator, Central Administration, 89 Appleton St., Lowell. --~-------------------------------------------------------------------• To the teacher: C ·dent's Based upon your observation in and out of the classroo~ (including halls, cafeteria, playground, etc.} the student speaks, (check one) name ( please First Last 1 English onl;i: print) Init. • 2 English another lan~age plus .i. Another la.ri~age only Note: lf 2 or ) which languaf"e? - ~TF i:- REMEMBER TO RETURNWITH OF ENROLMENT, ATTACHED TO THANK YOU. ~ �D PARENT QUESTIONNAIRE Dear Parent: The cultural composition of our coomunlty is one of our major assets. Language!~ the major means of cultural expression. Accordingly, we are attempting to identify the cultural resources we have in ou: :.mru11ity. This questionnaire will help us in determining the homelanguage of all students enrolled in the Lowell Public School System. Please complete the questionnaire and return it to your child's teacher tomorrow. Families with 110rethan one child will need to fill out a questionnaire for each child enrolled in school. Thankyou for your cooperation. Sincerely, ~~?'oGa:r:;ck J. ~ogan, Superintendent Student's Name Address School_______________________ G.rade. _______ ----------------__,; Telephone ·------------ ·-------'- RoomH1.111ber __________ _ 1. What language do you use when speaking to your child in the home? ____________________ _ 2. What language does your child use when speaking to you in the home? ___________________ _ 3. What language does your child use whenspeaking to brothers, sisters, and friends? ------------- In what language would you like to receive notices from school?_____________________ 4. Parent's Slgnature: _______________________ _ Date:_________________ _ CUESTIONARIO .. Querido• Padres: La c~osicion cultural de nuestra comunidades muy importante. El idioma es la 111anera principal de la expresion cultural. Nosotros estamos tratando de identificar los recoursos culturales que tenemos en nuestra c~nidad. Este cuesti6nario nos ayudara a determinar el idioma que se habla en la casa por los estudiantes que han sido Ntriculados en el sistema de las Escuelas Publicas de Lowell. Por favor complete el cuestionario para que su nino lo entrP.gue a su maestra naanana. Las familias que tienen ms de un nine en la escuela llliltriculado deben llenar un cuestionario por cada uno de ellos. Gracias por SU cooperacion. Sinceramente, "?'o~ Mogan,Superintendent ,. Nocrbredel Estudiante ·---------------- Escuela.______________________ . ,, Direccion - ------------ Grado. _______ Telefono ----- ~Ni.nero del Aula.________ ___ _ _ 1. eQue idloma usa usti:d para hablar con su nino en la casa?________________________ .: i.Queidioma usa 3. i~ ~ idior• su nifio cuando habla con usted en la casa?_______________________ U!.& ~" _ _ niii'o cuando habla con sus hennanos, o amigos?. _____________________ _ 4. i,En que idioma le gustar(a ,-·••bir los 1nensajes de la escuela?_____________________ _ Fi nna del padre o aiadre:.__________________ _ ---'Fecha:._______________ �.e • Language Classroom English Survey Two or more Languages Procedures LAU Category All 4 Enqlish 3 or more Enolish 2 English 0 or l English Only E-1 Comparison Home Survey • Survey Only a Language Other than English Appendix or more Enqlish 2 Enqlish 1 English 0 English 3 Dominance Test PT/1 DT/2 1-........E 0--..... . X y X X ' D--.. 2 or more English - X X X X X X X X ~ A _L Enalish 0 English •If the.responses to 2 or more questions result in two or more languages being reported, the student will be given a.language dominance test. ·~ . a language . Additional students ma receive dominance test at the parent's request. DT/1 - The dominance language do~i~ance test only category. will be used to determine the test will be used in conjunction with the home '.language and classroom language surveys to determine the language dominance category. DT/2 - The dominance �E-2 Appendix PROCEDURESFOR CONVERTINGBINL SCORES . INTO APPROPRIAT~ LAU CATEGORIES RATING IN ACCORDANCE WITH LAU CATEGORIES BINL COMPLEXITYLEVEL 1. s (E) 4 (D) 125 - 200 76 - 124 3 (C) 51 - 75 25 - (B) 1 (A) 50 0 - 24 . 2. NUMERICALVALUEASSIGNED TO THREE POSSIBLE ANSWERSIN THE CLASSROOMLANGUAGE SURVEY • 3. 2 CLS COLUMN 1 2 _3 RATING 5 3 l NUME.RICAL VALUE ASSIGNED TO POSSIBLE ANSWERSIN THE HOMELANGUAGESURVEY Ht.S LANGUAGE English English and Other Language Other Than English RATING 5 3 1 ALL THREE VALUES ADDEDTOGETHERAND DIVIDED BY THREE WILL GIVE THE LAU CATEGORY. �. • ' - Name - . - STUDENTCATEGORIZATION Dorn.T~sting CLS HLS J.' IDrr - . F Total I Aver. I . I Lau Ca· I I I II I I I II I I ' ' I I . . i \ I ! I. I I I ! I ! . I I i i I i I I - I I ' I I I . II . . I I I I I '. ' I i I t I I I ' I! I I ' I • . �, G BASIC INVENTORY OF NATURAL LANGUAGE BINL (Information provided on an informal basis by Dr, Gerard Hoff~a~, Columbia u. LAU Center at Team Meeting.Tuesday, January 29, 1980) A. - Communicative rather response-oriented 1. Free-respons_e test based on picture 2·. Tape-recorded answers 3~ Verbalizations are scor~d with provided point system (Maximum of 10 sentences per child needed) B. Time: Approximately 4 tests with transcription per hour . • C. Content: 40 pictures: 5 sets of 8 Both urban and rural scenes; general interest; (child chooses) D. Use by other systems: N,Y. State Dept.of Ed. - approved Hudson, MA, Boston - for non-Hispanics Cambridge Amherst Holyoke E. Administration: 1.: lndivid.ual testing 2. Comput_er scoring -(10-day F. Norms: (for English as well Provides 4 categories: ·1. Non-English Proficient 2. Limited English Proficient J. English Proficient J. English Fluent {Some question on comparability tum-around as other time guaranteed) languages) of norms between different languages.~ Costs: 1. Xits, a. l kit - 4o pictures: $85, b.· All 7 sets, all levels: $115, 2. Scoring: {Approx,) a. Maximum, .42 per tes-t ) depends on number scored 1 the greater b. )1i.nimum: .20 per test) the number of tests, the lower per-test cost. G. �H LOWELLPUBLIC SCHOOLS LOWELL,MASSACHUSETTS LAU COMPLIANCE BILINGUAL STUDENTSTESTING/TUTORINGPROJECT I. Purpose: To develop for the Lowell Public Schools a network of testing and tutoring services for students in the main~tream who are bilingual and in need of assistance. This program is intended primarily for students whose home language is other than English and who are not eligible for the standard bilingual program because of a) insufficient numbers for a bilingual class in the primary language; orb) parent preference. The project will also assist former bilingual program· students who have been mainstreamed, but who are still in need of support services within the regular school setting. • In addition, the testing component of the project will provide short-term or individual student testing assistance to the Bilingual Program when circumstances require it;(e.g., unavailability of a tester or unanticipated need.) This program will neither replace nor duplicate current Title I, ESL and/or Remedlal Reading services,but will address needs of students not eligible for such services. II. Organization: A, Resources, Testers/Tutors will be' recruited through: 1. University of Lowell A.I.D. program and Department of Education, 2. International Institute. J. Unitas, Inc. (Spanish); L.U.P.A., Inc. (Portuguese) 4. Community, church, and citizen groups. B, Tutors: 1.. 2. will be of three types: Volunteer tutors in English as a Second Language. (This may be limited by the availability of non-paid tutors on a dependable, consistent basis.) Paid tutors in English as a Second Language, for students who need to strengthen their English language skills, indepen_dently of content subjects. These tutors will be paid at the current hourly rate. �.sting/~utoring 3. C. 2. 3. Paid tutors in the content areas in the primary language as well as English as a Second Language, to allow students to progress in general areas as they learn the English language. These will also be paid the hourly rate. Will be native speakers of languages in which they test, including English, Spanish, Portuguese, and others as needed. Will be trained in testing procedures as required by the particular assessment instruments to be administered. May be volunteer or paid, as are tutors. (B above) Coordinations 1. Tester/Tutor 2. •. '• J. 4. 5. III. H Testers: 1, D. - 2 Lau Compliance information: Office will coordinate: - availability - areas of expertise schedules, training payroll, reports, etc. Student needs: - referrals from schools - age, grade level, nationality, primary language - tests to· be administered - ESL, Primary language tutoring, Content area tutoring - in-school or home tutoring - other Training of testers/tutors Assignment and scheduling for testing and/or tutoring Reimbursement: - time sheets, etc. according to school department procedures. Rationale: LAU Compliance requires that the school district provide for the educational needs of all children whose primary language is other than English and who have language-related learning difficulties. At the same time, a significant amount of language dominance and language proficiency testing must be done as part of treidentification process required for compliance. While the Lowell Public Schools Bilingual Program addresses the needs of students when the number in any one language reaches twenty (20) or more, most notably the Spanish and the Portuguese, the U.S. Office for Civil Rights has expressed concern over the fact that many students in the mainstream have language-related learning difficulties which are not being addressed, either because numbers do not warrant a bilingual program class, or parents prefer to keep their children in the standard classes. �- J •Te.ng/Tutoring H The school district is not excused from providing services to these children, whose needs may be temporary (until English is strengthened enough to allow them to function independently) or long-term. This testing/tutoring program, established as an on-going adjunct to the school, will provide for compliance with Office for Civil Rights requirements and meet the immediate needs (testing and/or tutoring) of students without necessitating an increase in permanent staff and/or housing for students serviced in this way. ,. I •. - • --· -··· . - �JS 44 (Rev. 07/86) . II . . . CIVIL COVER_SHEET • The JS-44 c,v,I cover sheet and the information cc:intau.ad herein neither· repfKe nor supplement the fllmg and service of pleadings or other paper1 as required by law, except as provided by local rules of court. This form, approved by the Judicial Conference- ,f the United States in September 1974, is required for the use of the Clerk of Court for the purpose of initiating the civil docket sheet. ISEE INSTRUCTIONSON THE REVERSEOF THE FO. M.l George Kouleharas, Kathryn Stoklosa, Gerald Durkin, George O'Hare, David Allen, Regina Faticanti, Robert Kennedy, Lowell School Ccmnittee, Henry Mroz and City of Lowell DEFENDANTS I (a) PLAINTIFFS Hispanic Parents Advisory Council, Parents United in Education and Develo ment of Others, Luis C, Rafael L, Juan N, Pedro N., Wanda R, Angel S, Daisy S, Ramonita S, N~Pf S, Ana C, Dolores C, Jose C, Sokhorn C, Sopo.orn K, -8mQusackP, Ron P, MaJ::qarita G, t1ig iza H, Iris L, Norma K, and Laurel 0. (b) COUNTY OF RESIDENCE OF FIRST LISTED PLAINTIFF (EXCEPT IN U.S. PLAINTIFF CASES) Mi dd J esex COUNTY OF RESIDENCE OF FIRST LISTED DEFENDANT _______ (IN U.S. PLAINTIFF CASES ONLY) NOTE: IN LAND CONDEMNATION CASES, USE THE LOCATION OF THE TRACT OF LAND INVOLVED (C) ATTORNEYS (FIRM NAME, ADDRESS, AND TELEPHONE NUMBER) Roger L. Rice camilo P~ez-Bustilo METAProJect 7 Story Street Carnbriage, MA 02138 617 495-9261 Alan Jay Ran Lafwyerc!;l QntRet. or iv:i-1 s 294 Washington BostO n, MA 02108 617/482-1145 II. BASIS OF JURISDICTION ATTORNEYS (IF KNOWN) Law Department City of Lowell 375 Merrimack Street Lowell, MA 01852 617/454-8821 Thayer Fr nt-Smith Choate, Hal & Stewart 53 States eet Boston MA 2109 617/227-502 Ill. CITIZENSHIP OF PRINCIPAL PARTIES (Pt.ACE AN x IN ONE OOX ONlY} (PLACE AN. IN ONE BOX F-OR PLAINTIFF AND ONE BOX FOA DEFENDANT) (For Diversity Cases Only) xi 0 1 U.S. Government Plaintiff 3 Federal Question (U.S. Government Not a Party) PTF DEF D 4 Diversity 0 2 U.S. Government Defendant (Indicate Citizenship of Parties in Item Ill) IV. CAUSE OF ACTION _ Citizen of This State O 1 0 1 Citizen of Another State O2 O2 Citizen or Subject of a Foreign Country 03 Incorporated or Principal Place of Business In This State Incorporated end Principal Place of Business In Another State Foreign Nation 03 PTF DEF 04 04 05 05 06 06 (CITE THE U-5. CIVIL STATUTE UNDER WHICH YOU ARE FILING ANO WRITE A BRIEF STATioMENT OF CAUSE. School Desegregation and Rights of Linguistic Minority Students in Lowell Public Schools/Fourteenth Amendment, 20 u.s.c. §1703 (f) and regulations pranulgated pursuant to Title VI of Civil Rights Act of 1964, 42 u.s.c. §2000d et seq_., 34 C.F.R. §100.1 et OONOTCITEJVRISO,CTIONALSTATUTESUNLESSOIVEFISITV.J V. NATURE OF SUIT (PL.ACE AN CONTRACT D 110 0 120 0 D 0 Insurance Manno 130 Mitter Acl 140 Negotiable Instrument 150 Recover; ol Ov0<poymen1 & Enfo,cement of JUC!gment 0 151 0 152 0 153 0 160 0 190 0 195 Medicare A<o1 Recovery o1Detaulte<I Student Loans (Exel. Veterans) Recovery o, Overpayment ot VeIeran·s Senellls Stockh0ld0ts· Suits 0,0er Contraci ContraC1PrOduct LJablhty 0 0 0 0 0 0 D 0 0 REALPROPERTY 0 0 0 0 IN ONE BOX ONLY) TORTS PERSONAL INJURY PERSONAL INJURY 310 Airplane 0 362 Pe<sonal Injury315 Ai,plane Product MOdMatpraciice Uabitily D 365 Personal Injury320 AssauN, Lobel & PrOductLiability $!a.oder 0 368 Asbestos Pe1SOnol 330 Federal Employers· lnIury Product LiablHly 340 Marine 345 Manne Product LlabiUly 350 Motor ven,cle 355 Motor Vehicle Product Liability 360 Other Personal lnJury FORFUTURE/P£NALTY 0 0 0 0 0 0 Uabiity PERSONAL PROPERTY 0 0 370 0 371 0 380 0 385 CIVILRIGHTS 0 441 Voling 0 442 Employment 0 443 1-1oos1ng1 0 210 0 220 land Condemnahon Fo,eclosure 230 Roni Lease & EIectm..,, 240 Tons to Land 245 Ton PrOduCILoabiity 290 All Other Real Pr-rty X Other Fraud lhJth in Lending Other P0<sonot Pr()C)ertyDamage Property Damage Product Uability Accommodations 0 444 Well11e RI 440 0.her Civil Rights Mo<ions to VacaIe Sentence 0 530 Habeu Cor,,us 0 540 Mandamus& 0.her 0 550 Civil Rigl,ts 0 422 AgricuNure Food & D<ug Uquo, Laws 640 R.R. & lhJct< 650 Alrino Regs 660 Occupational Safety/Health 690 0 423 0 0 D 0 Aw••• 28 USC 158 PROPERTY RIGHTS °'""' Fair LabOr Standards A<,! 720 Labor/Mgmt .. Relations 730 Labot/Mgmt. Repor1ing & OisciOSute Act 740 Roilway Labol A<,! 790 Olher Labo< Litigation 791 Empt. Ret. Inc. Security AC1 0 0 0 0 0 0 861 HIA (139511) 862 Black Lung (9231 863 OIWC (405(g)} 863 OtWW (405(g)) 864 SSID rrlle XVI 865 RSI (405(g)} 0< Defendant) IRS-Third Party 26 USC 7609 0 0 0 0 0 D 0 VI. ORIGIN ~ 1 Original Proceeding (PLACE AN x IN ONE BOX ONLY) 0 2 Removed from State Court VII. REQUESTED IN COMPLAINl: 0 3 Remanded from Appellate Court CHECK IF THIS IS A CLASS l8l UNDER F.R.C.P.23 VIII. RELATED CASE(S) IF ANY (See instructions): /-:) DATE ACTION DEMAND$ Lynn Hispanic Advisory Council, 0 6 Multidistrict Litigation Corrupt Organ,zations Selective Serv,ce Secun11es/Commodit1es/ Exchange 875 Customer Chaflenge t2 USC 3410 891 Agncuttural A<ols 892 Economic Stabltizat1on Act 893 Environmenlal Manors 894 Energy Allocauon Act 895 Freedom o1 lnfOfmat,on Act 900 App,ealot Foo OeIerm1nat1 on Under Equal Access to Justice 950 ConsI11Utionalityof State Stallltes 890 Other Statutory Aceions Appeal to District 0 7 Judge lrom Magistrate Judgment Check YES only if demanded in complaint: JURY DEMAND: □ YES !XNO et al. v. John H. Lawson, et al. :::.i:..:.:::..::.._=.:=~J~U~D~G~E;...-~Kre~e:::.;:f~o__~n:...<..-----'---D-O~C~K~E=TNUMBER_8,.,_,_.5~-~2L4"--L/_5.__ ___ _ SIGNATURE OF ATTORNEY OF RECORD 31 July 1987 L:fb;,,,~ UNITED STATES DISTRICT COURT O 4 Reinstated or Reopened Transferred from 0 5 another district (specify) Racketeer Influenced anci D 810 0 850 0 0 FEDERAL TAXSUITS 0 870 Ta,os (U.S. Plaintiff 0 871 State Reapporoonment D 410 Antitrust 0 430 Bank$ and Banking 0 450 Commerce/ICC Ra1es/e1c. 0 460 Depcnaoion D 470 Copyrigh1s Patent Trademark SOCIAL SECURITY D 710 0 0 400 Withdrawal 2a use 1s1 0 820 0 830 0 840 LABOR PRISONER PETITIONS 0 510 610 620 630 nTUCRSTATUTES BANKRUPTCY �I • - INSTRUCTIONSFOR ATTORNEYSCOMPLETING CIVIL COVE,N.SHEET FORM JS-44 Authority For Civil Cover Sheet The JS-44 civil coversheet and the information contained herein neither replaces nor supplements the filings and service or pleadings or other papers as required by law, except as provided by local rules of court. This form, approved by the Judicial Conference orthe United States in September 1974. is required for the use of the Clerk of Court for the purpose of initiating the civil docket sheet. Consequently a civil cover sheet is submitted to the Clerk or Court for each civil complaint filed. The attorney filing a case should complete the form as follows: I. (a) Plaintiffs - Defendants. Enter names (last. first. middle initial) or plaintiff and defendant. If the plaintiff or defendant is a Government Agency. use only the foll name or standard abbreviations. Ir the plaintiff or defendant is an orficial within a government agency. identify first the agency and then the official. giving both name and title. (b) County or Residence. For each civil case filed. except U.S. plaintiff cases.enter the name of the county where the first listed plaintiff resides a1 the time or filing. In U.S. plaintiff cases. enter the name or the county in which the first listed derendant resides at the time of riling. (NOTE: In land condemnation cases. the county of residence of the "defendant" is the location of the tract or land involved). (c) Attorneys. Enter firm name. address. telephone number. and attorney or record. If there are several attorneys list them on an attachment. noting in this section "{see attachment)". II. Jurisdiction. The basis of jurisdiction is set forth under Rule 8 (a). F.R.C.P. which requires that jurisdiction be shown in pleadings. Place an .. X" in one or the boxes. If there is more than one basis of jurisdiction. precedence is given in the order shown below. United States plaintiff. (I) Jurisdiction is based on 28 U.S.C. 1345 and 1348. Suits by agencies and orficers or the United States are included here. United States defendant. (2) When the plaintiff ir suing the United States. its officers or agencies. place an X in this box. Federal question. (3) This refers to suits under 28 U.S. C. 1331where jurisdiction arises underthe Constitution of the United States. an amendment to the Constitution, and act or Congress or a treaty or the United States. In cases where the U.S. is a party. the U.S. plaintiff or derendant code takes precedence and box I or 2 should be marked. Diversity of citizenship. (4) This refers to suits under 28 U.S.C. 1332 where panics are citizens or different states. When Box 4 is checked. the citizenship or the different panics must be checked. (See Section III below.) (Federal question actions take precedence over diversity cases.) III. Residence(citizenship) of Principal Parties. This section of the JS-44 is to be completed ir diversity of citizenship was indicated above. Mark this section for each principal party. IV. Cause of Action. Report the civil statute directly related to the cause of action and give a brief description or the cause. V. Nature of Suit. Place an" X" in the appropriate box. Ir the nature of suit cannot he determined. be sure the cause or description. in Section IV above. is sufficient to enable the deputy clerk or the statistical clerks in the Administrative Office to determine the nature or suit. If the cause fits more than one nature of suit. select the most definitive. VI. Origin. Place an "X" in one or the seven boxes. Original Proceedings. {I) Cases which originate in the United States district courts. Removed from State Court. (2) Proceedings initiated in statecourts may be removed 10the district couns under Title 28 U.S.C .. Section 1441.When the petition for removal is granted, check this box. Remanded from Appellate Court. (3) Check this box for cases remanded 10 the district court for further action. Use the date of remand as the filing date. Reinstated or Reopened. (4) Check this box for cases reinstated or reopened in the district coun. Use the reopening date as the filing date. Transferred from Anulher District. (5) For casestransforred under Title 28 U.S.C. Section 1404(a). Do not use this for within district transfers or multidistrict litigation transfers. Multidistrict Litigation. (6) Check this box when a multidistrict case is transferred into the district under authority or Title 28 U.S. C. Section 1407. When this box is checked do not check (5) above. Appeal to District Judge from Magistrate Judgment. (7) Check this box for an appeal from a magistrate's decision. VII. Requested in Complaint. Class Action. Place an "X" in this box if you arc filing a class action under Ruic 23. F.R.Cv.P. Demand. In this space enter the dollar amount (in thousands or dollars) being demanded or indicate other demand such as a preliminary injunction. Jury Demand. Check the appropriate box to indicate whether or not a jury is being demanded. VIII. Related Cases. This section of the JS-44 is used 10 reference relating pending cases ir any. Ir there are related pending cases. in sen the docket numbers and the corresponding judge names for such cases. Date and Attorney Signature. Date and sign the civil cover sheet. (07/86) �UNITED STATES DISTRICT COURT DISTRICT OF MASSACHUSETTS 1. TITLE OF CASE (name of first party on each side Council, et al. v. George Kouleharas, et al. 2. CATEGORYIN WHICH THE CASE BELONGS, BASED UPON THE NUMBEREDNATUREOF SUIT LISTED IN THE CIVIL COVER SHEET: (SEE LOCAL RULE 8(a)) ___ Hispanic I. 160, 410, R.23, II. 195, 710, 840, 368, 720, 850, 400, 730, 890, 440, 441-444, 540, 550, 740, 790, 791, 820·, 830, 892-894-, 895, 950. III. 110, 240, 345, 380, 120, 245, 350, 385, 130, 290, 355, 450, 140, 310, 360, 891. 151, 315, 362, 190, 320, 365, 210, 330, 370, 230, 340, 371, 220, 620, 870, 422, 630, 871, 423, 640, 875, 430, 650, 900. 460, 660, 510, 690, 530, 810, 610, 861-865, 150, 152, 153. ••• 440 only) IV. v. regardless of nature Parents of suit. ' I. /_~/~ 4. TITLE AND NUMBER, IF ANY, OF RELATED CASES (see Local Rule 8(d) Lynn Hispanic Parents Advisory Council, et al. v. John H. Lawson, ·~ J_ 'f? et al. s=-K, No. 8 - HAS A PRIOR ACTION BETWEENTHE SAME PARTIES AND BASED ON THE SAME CLAIM EVER BEEN FILED IN THIS COURT?__ 5. fa ~VLA' ~3. Advisory ~No=------------------------------ .rtn/.1--. 7 &.0 g DOES THE COMPLAINTIN THIS CASE QUESTION THE CONSTITUTIONALITY OF AN ACT OF CONGRESS, AFFECTING THE PUBLIC INTEREST?__ ~N~O:._ _______________________ _ IF so, IS THE us OR AN OFFICER, AGENT OF EMPLOYEEor THE us A PARTY?________ _ (see 28 USC 2403) 6. IS THIS CASE REQUIRED TO BE HEARDAND DETERMINEDBY A DISTRICT COURT OF THREE JUDGES PURSUANTTO TITLE 28 USC 2284? __ ~N~o:._ _______________________ _ 7. DO ALL PARTIES IN THIS ACTION RESIDE IN THE WESTERNSECTION OF THE DISTRICT OF MASSACHUSETTSIN THE COUNTIES OF: No Berkshire, 8. Hampden, and Hampshire DO THE ONLY PARTIES IN MASSACHUSETTSRESIDE IN THE WESTERNSECTION? YES__ 9. Franklin, _ NO No IF ANY OF THE PARTIES ARE THE US, THE COMMONWEALTH OF MASS, OR ANY GOVERNMENTAL AGENCY OF EITHER THE US OR THE COMMONWEALTH, DO ALL OTHER PARTIES RESIDE IN THE WESTERN SECTION OF THE DISTRICT_~N~o:.____________________________ _ Roger L. Rice Alan Jay Ran Thayer Frerront-Smi th (Please Print) Camilo Perez-Bustilo La.W¥ers Corrmittee for Choate, Hall & Stewart At to rne y ' s Name.-.!MET==!1\c!.....:P~r::.:O:::.J.i.:. ec=t.=.._ ______ cl.c.l,iv.ll..L1 ..1.J .....oR..&.i yg.uh..1.t.;:is......uU.uuud.=e:L.t-.J..l o,;1,all.l.w'-------'S::.:3::.....!S"-ta"""'-'t,.,e"'-'S"-tr>==..:e::: -'Ex~c""h..,an=g::i:e::::. Bldg . 7 Story Street of the Boston Bar Assoc. 32nd Floor Address _____ Carnb==r~1~·d~g~e;::_,__,~MA:...:..;.._0~_21_3_8 ___ .~2~9~4_w ....... a~s~b.i~n~g~t~a~n'--'-'S~t~r~e~e~t--~Bo=s:::.t=o~n=--«~MA=-~0~2~1~0~9"-Boston, MA 02108 Te le phone No. _ __:::6.=.l 7.:..1./__;4:.::9-=.5_-9:..:2::..:6:.:1:..__ ___ __;6~1~7-'-/--"'-4~8 2.,_--=l:.:l:..:=4.:,!.5 _____ ....;6::.:1::..:.7.,_/-=22=-7'--...;;5..;;;.0.;:;.20,;:;._ ____ _ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Equal Education in Lowell Research Files, 1970-1990 Date A point or period of time associated with an event in the lifecycle of the resource 1970-1990 Description An account of the resource These research files were collected while writing the paper titled <a href="https://scholarworks.umb.edu/iaas_pubs/53/">"The History Matters: Fighting for Equal Education in Lowell, Massachusetts, 1970-1990"</a>, published by the Institute for Asian American Studies at the University of Massachusetts Boston.<br /><br />The supplemental materials provided in this collection cover the story of how Southeast Asian and Latino parents in Lowell confronted the Lowell School Committee in the late 1970s and 1980s, demanding that schools be desegregated and that their children have equal education opportunities.<br /><br />Some items are restricted from online publication due to copyright law. Researchers can access these materials upon request. Creator An entity primarily responsible for making the resource Forrant, Bob Khoeun, Chandaranee Khuon, Chrisna Source A related resource from which the described resource is derived Born digital collection preserved at the Center for Lowell History. Donated by Bob Forrant in May 2025. Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). No Copyright - United States: This item is believed to be a part of the Public Domain under the laws of the United States. Language A language of the resource English Spanish Subject The topic of the resource Public schools School facilities Immigrant students Racism in education Educational equalization Education, bilingual Latin American students Hispanic American high school students South Asian American students Legal briefs Racism against Asians Veterans Public housing Gentrification Immigrants--Housing Education, bilingual School boards School integration Racism against Hispanic Americans Puerto Ricans--United States City council members Social work with immigrants Cambodian Americans Lawyers Format The file format, physical medium, or dimensions of the resource PDF m4a Type The nature or genre of the resource Text Audio Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell (Mass.) Revere (Mass.) Cambridge (Mass.) Contributor An entity responsible for making contributions to the resource Yem, Paul Ratha Perez, Camilo Kiang, Peter Higgins, Jim Gargiulo, Chales Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lowell Hispanic Parents Advisory Council et. al., vs. George Kouloheras, et. al. Date A point or period of time associated with an event in the lifecycle of the resource 1988-1989 Description An account of the resource Lawsuit and settlement documents pertaining to the Lowell Hispanic Parents Advisory Council et. al., vs. George Kouloheras, et. al. case. Subject The topic of the resource Legal briefs Public schools School facilities Immigrant students Racism in educations Educational equalization Education, bilingual Rights Information about rights held in and over the resource No Copyright - United States: This item is believed to be a part of the Public Domain under the laws of the United States. Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell (Mass.) Source A related resource from which the described resource is derived Item scanned from the collections at the U.S. District Court of Massachusetts Archive. https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/0bf04d7a1a028677dc1c0651c94092d1.pdf?Expires=1785369600&Signature=HA2Ky%7E8H8W%7EZMUrp-8I3QWrQwlYBdAtmxkhu7OYHMpdbloV1Si2kO2nEkfgrkhbyivY96KHt8I1YttSpz-PUVgwUkM8p6wFdOLo0BiXhnaF2ZqwwkkJXlu7uRYVvj5ypkDOCuz17D6tp4AY7ObS-U8-mtOkjDRx%7EeCwS64Q1doiuS4iZ7QzB7SVKSu67WloHZ99x3LxOl2qpvISLBwdbHDuZF80gF1V1nYjIyQd3atVD5Cz3%7E9h-RJJzpK0iXUVUMO%7EIZSP9HpZqsBh2ARWrVPY9FPj03tjiWmEfKcfPoU182sivx0CODPpInTcgvdja8%7ErDwH3-DgxErZkVV2F9Kw__&Key-Pair-Id=K6UGZS9ZTDSZM 835bf86cf1ee120c1279770283fb8f57 PDF Text Text 1L(O)WJEJLIL V(Q)JLIUJN1r AIRs.Y IfilEVTI§IEIO) ITJ)lE§IE(GlmECGA 1fll(Q)W AJNID) IEITJ)11J(CA1fll(Q)NAJL lIJMIJP~(O)VIEJMIIEWJr WII.AN Prepared by: ·THE LOWELLPUBLICSCHOOLSAND BUREAUOF EQUALEDUCATIONALOPPORTUNITY Henry J.Mroz Superintendent of Schools George A. Tsapatsaris Project Director Michael Alves, Project Director for Desegregation Assistance Bureau of Equal Educational Opportunity State Department of Education Dr. Charles Glenn, Director Bureau of Equal Educational Opportunity State Department of Education Approved by the Lowell School Committee on Tune 11, 198 7 (Containing All Amendments and Clarifications as of February 14, 1996) �TABLE OFCONTENTS L THE PROBLEM IL THE REMEDY .A. Interim Measures B. Long Term Measures 1. Scope of the Policy 2. School Selection and Assignment Procedures 2.1 Procedures for Centralized Enrollment 2.2 Early and Continuous School Assignments 2.3 Parent Organization and Outreach 2.4 Criteria for Assignment 2.5 Magnet Schools and Programs 2.6 Dissemination of Information 2. 7 Certification of Address 2.8 Transfers 2.9 Assignment Appeal Process III. TABLES NOT INCLUDEDHEREIN-- ATTACHEDTO ORIGINALVERSIONAND KEPT ON FILE IN THE CHAPTER636 OFFICEOF LOWELLPUBLICSCHOOLS 1. Minority Enrollment by School (1986-87) . 2. Space Utilization 3. New Students by School 3-A New Kindergarten Students by School (1986-87) 3-B New 1-8 Students by School (1986-87) 4. Zone Configurations (1987-88) 5. Students Enrolled in School Outside of their Current Attendance Areas '"'-APPENDIX I. IL IIL IV. NOT INCLUDEDHEREIN- ATTACHEDTO ORIGINALVERSIONAND KEPT ON FILE IN THE CHAPTER636 OFFICEOF LOWELLPUBLICSCHOOLS Racial Ethnic Enrollments (1986-87) Considerations for Assessing Student Assignment Plans Questions and Answers on new Assignment Policy Controlled Choice in Other School Districts �, I -- SECTIONI THE,PROBLEM �-----~-I I THE PROBLEM Over the past several years, the Lowell Public Schools has experienced minority isolation due to a combination of factors: a. Influx of unanticipated minority students, the first language of most of whom is not English. b. The System was not prepared to house this rapid increase. c. The majority of these students required Bilingual education, which placed an inordinate strain on the system's limited capacity. d. Since 1982, there has been 12.7%increase in minority students from 18.9%in 1982 to 31.56%in 1986. (See Table I). In attempting to address the increasing needs for Bilingual students, the Lowell Public Schools has taken the following action: 1. Renovated classroom space; 2. Rented the Moore Street School and paired it with the Cardinal O'Connell School; 3. Rented the Lowell Boys Club and Y.M.C.A. However, these measures were inadequate because they did not solve our continuing problem of lack of adequate school space and of intensified minority isolation. Consequently, the District is faced with the problem in identifying adequate instructional space for the following students effective September, 1987. NEEDTO HOUSEFOR SEPTEMBER, 1987: 1. 6 2 8 16 2. 1 2 2 1 6 New Bilingual Spanish classes K-6 New Bilingual Laotian classes Grade 1 New Bilingual Cambodian classes K-6 (Total of Bilingual Classes) (342 Total Bilingual Students) Standard Standard Standard Standard (Total of class at the Leblanc School, Grade 6 classes at the Molloy School, Grades 2 & 4 classes at the Pawtucket Memorial School Grades 1 & 2 class at the Bartlett School, Grade 2 Standard classes) (150 Total Standard Students) Page 1 (Edited 7/19/96) �------------ I 3. NEWSTIJDENTS AND AVAIIABLESPACE. The problem of lack of space is also demonstrated by the fact that the system currently has only 3 57 available seats scattered throughout its 2 6 K-8 schools. If the system enrolls the same number of new students (Grades 18) in 1987-88. as it did in 1986-87, there may be a shortage of 976 seats in grades 1-8. (See Tables 2 and 3) In sum, the District will need to accommodate at least 1,471 standard and bilingual students effective Sept~mber, 1987. Page 2 (Edited 7/19/96) �SECTIONII · THE REMEDY . .. �II. REMEDY -'i The fallowing measures have been designed to provide both an interim and Long-Term solution to the problems of increasing minority isolation and lack of available school space. A. INTERIMMEASURES In order to provide adequate space for September, 1987 the following actions must be taken immediately: • 1. Pairing of the Riverside and Joseph Pyne Schools and the establishment of 8 bilingual classes in that district. Joseph Pyne -- Grades K-3 Riverside -- Grades 4-6 2. Modular/Portables -- 8 in total to be located at: Joseph Pyne {K-6)- 2 (4 classrooms to· increase capacity for standard, special education bilingual ) • Reilly (K-6)- 2 (Total of 4 classrooms to increase capacity for bilingual classes) Molloy- I (2 classrooms to increase capacity for standard classes) Pawtucket Memorial (K-6)-2 (4 classrooms - increase capacity for 2 standard and 2 bilingual) Leblanc (K-6)- 1 (2 classrooms to increase capacity for 1 standard and 1 bilingual) • 1 On the basis of these measures, the District will increase its hlstructional capacity by 24 classrooms that will accommodate approximately 600 students for standard, bilingual and special education services. 3. Central Street School will be reallocated to house the offices of the bilingual department presently located at Lowell High School, thus freeing up two (2) classrooms for bilingual instruction in grades 9 - 12. 1 Edited Page 3 (Edited 7/19/96) �TIMELINE SEPTEMBER 1987 1. Pairing of Joseph Pyne/Riverside, 2. Opening of Central Street School for Bilingual Offices. 3. Modules/Portables B. LONG - TERMMEASURES: Concurrent with the implementation of the above Interim Measures, the District will initiate a new Centralized Enrollment Policy that will maximize parental choice and effective school desegregation. This policy will also insure maximum efficiency in the future utilization of all school facilities. The proposed policy is an adaptation of the "Controlled Choice" method of assignment that has been successfully implemented in other Massachusetts School districts, e.g., Cambridge, Fall River. (See Attachments) 1. SCOPEOF THE POLICY In order to reduce minority isolation and maximize student access to educational expectations at the K-8 level, Lowell Public Schools shall adopt a new student assignment policy that will not be dependent on the City's residential housing patterns and which will better accommodate the programmatic needs of its linguistic minority students. A review of possible student assignment techniques suggests that the District can best resolve the problem of minority isolation by expanding parent choice outside of their immediate neighborhoods. Such an assignment policy will enable all parents to select schools and programs they deem most appropriate for their children within the constraints of minority balance and space availability. This policy will provide a self-correcting mechanism that will prevent reisolation, thereby ensuring stability of assignments. The policy will also serve as an innovative planning tool that will facilitate the creation of new magnet or specialized schools and programs while stimulating the development of more instructionally effective and enhanced educational opportunities in all schools. As the permanent method of assignment, the Centralized Enrollment Policy will govern all student assignment decisions at the K-8 level, including; new admissions, intra• Page 4 (Edited 7/19/96) �district transfers, the mainstreaming of T.B.E.and special needs students into standard education classes, and the reassignment of students due to school closures, consolidations, expansions, gradelevel reorganization and new construction. The key elements of the Centralized Assignment Policy \Villinclude: Consolidation of all eX1sting attendance boundaries into 2 educational zones. (See Table 4). The zones have been designed to give minority and majority parents a range of school choices with each zone reflecting the existing racial and ethnic diversity of the Lowell Public Schools. All students currently enrolled in the District in grades K-8 will have the right to continue in their present schools so long as they are at appropriate grade levels and will not be subject to involuntary reassignment. All 1-8 students who will be new to the District in the 1987-88 school year, will undergo a centralized student registration process during which their parents will be given the opportunity to express preferences for the schools and programs they want their children to attend within their particular geographic attendance zone. Parents will be allowed to select as many schools as are available by their own rank of preference. While no student will be guaranteed their first choice school (although most will get their first choice), all students will be guaranteed stability of assignment once assigned. All final assignment decisions will be made by the District's Student Assignment Officer subject to the constraints of minority balance and space availability at grade-level. In the event of oversubscription of minority and/or majority students, the priority of assignment will be as follows: a. Staying with older brothers and sisters b. Children who live closest to the school c. Random lottery (Sibling Preference) Mandatory Back-Up. In the event that a student's schools of choice cannot be accommodated, the student will be assigned to the school closest to their home that meets the desegregation-related provisions of the Policy. Page 5 (Edited 7/19/96) �The above provisions will also apply to all students seeking to transfer into a different school and to all bilingual and special needs students who are being mainstreamed into regular education classes. Every effort will be made to allow these students to remain in their current schools, so long as their assignment does not violate the desegregation provision of the policy. 2. SCHOOL SELECTION AND ASSIGNMENT PROCEDURES This policy is designed to provide maximum choice for parents in selecting the schools their children will attend, within the constraints imposed by the available space, the requirements of minority balance and the special requirements of bilingual and special needs children. It provides stability of assignment for children and, at the same time, a mechanism for adjusting the minority balance of the schools, as needed, without unnecessary movement of students. It gives a priority in assignment to current residents of the city over later arrivals. All students that are new to the system and those who want a change in school (transfer) will be subject to the policy. 2. 1 Procedures for Centralized Enrollment Policy: Year One: 1987-88 School Year a. Students currently in public schools: The school to which a student is assigned "home school". Every effort will be made the school until graduation. Each regular he/she will not be moved for the purpose requesting a voluntary transfer. b. as of June 198 7 will become his/her to allow the student to remain in day student is guaranteed that of minority balance unless New and Transfer Students: Students K-8, newly entering the school system and those requesting a transfer of school will be subject to the provisions of the student assignment policy. All such assignments will be made by the Student Assignment Officer. Page 6 (Edited 7/19/96) �2. 2 Early and Continuous Student Assignments: Year Two: 1988-89 School Year There will be monthly registration periods for parents of preschool children and those children who will enter into the school system in September of the following school year. They will be required to register their children in one of two Parent Information Centers beginning in December and continuing through August of the year prior to initial student entrance. At the end of each monthly registration period, assignments will be made, with parents being given a period of tim~ to indicate whether they will accept the assignment. Parents who receive assignments from January through March will be asked to reconfirm their intention of having their children attend the Lowell Public Schools in the fall: This will eliminate holding space for children from families whose plans have changed, and will facilitate the spring assignments. 2. 3 Parent Organization and Outreach Every effort will be made to ensure that all parents know about the· early registration period and the procedures involved. An intensive parent outreach program will be held during the months of October and November. There will be announcements in the press and other media; notices through the schools to parents who may have younger children; announcements to all preschools and day care centers and to community centers and other organizations. The parent Information Center(s), and all. relevant staff will have the information parents will need in order to make informed decisions about schools. Parents will be encouraged to visit the schools that might interest them prior to registration, in order to make choices as to their preferences. 2. 4 Criteria for Assignment: (As Am.ended) The criteria for assigning students will be defined as fallows: a. Parental Preference: At the time of registration, or at the time a transfer is requested, a l?arent may select three or more schools, in order of preference as follows: . For students residing in Zone 1 and the Lincoln School neighborhood, parents may choose schools in Zones 1, 3 and 4. , . For students residing in Zone 2 and the Cardinal O'Connell and Moody Schools neighborhoods, parents may choose schools in Zone 2, 3 and 4. Page 7 (Edited 7/19/96) �Students who move from one geographical zone to the other in the City may request to remain in the school they presently are attending prior to change of address provided that: • The minority /non-minority balance of the school is not adversely affected • The parent provides transportation to and from school; or, the child's transportation needs can be accommodated by existing school bus routes. ' Parents/Legal Guardians may request a school of choice outside the Zone in which they reside based on their child care needs provided that: • There is space available at the grade level at the school. • The minority/non-minority balance of the school is not adversely. affected. • The parent provides· transportation to and from the school. Assignment decisions considering this request will be made after July 1 of each year in order to allow those kindergarten children living within attendance zones to have adequate opportunity for school choice. Every effort will be made to accommodate the parent's preference, within the system of priorities established in this policy. If it is not possible, for any reason, to grant one of the parent's choices, and the parent has reason to be dissatisfied with the child's assignment, that . parent may file an appeal under Section 2.9 "Assignment Appeals , Process." b. Space Available: Space available in a particular school, program or grade will be defined according to the policy in effect as to class size and instructional capacity, so long as it does not disrupt existing classes. Page 8 (Edited 7/19/96) �I- c. Special Needs of the Student: Students requiring a special education program -willbe assigned according to the TEAM evaluation process, regardless of other provisions of this policy. Students requiring and agreeing to a bilingual program (TEE)will be assigned to such a program, regardless of other provisions of this policy. Students who no longer require a substantially separate special needs placement and those students who have completed their bilingual program (mainstreamed) will be considered "new" students and will be subject to the provisions of student assignment policy. (See B 1 Section 6). d. Sibling Preference: All Students whose parents make timely applications for a particular school and already have other children attending a school of choice will be given a priority of assignment to that school for their racial group. e. Minority Balance: Transfers and new assignments, except as noted previously, must meet the requirements of minority /non-minority balance. The goal is to achieve a minority /non-minority percentage within each school, program and grade that reflects, within ten percentage points, above or below, the minority /non-minority percentage of the zone as a whole-. Accordingly, all new assignments and transfers effective in the next school year will be assigned on a minority /non-minority basis calculated for each of the zones plus or minus 10%;these percentages will be posted by June 1st prior to the new school year. f. Place of Residence: All other priorities being equal; the student, living within the school neighborhood street directory as defined by the Lowell School Committee, will have priority of assignment for his/her racial group. g. Random Lottery: In the event that, after considering all other priorities, there are still more student applications than available space, the Office of the Student Assignment Officer will conduct a random lottery in order to fill the available space. Page 9 (Edited 7/19/96) �h. Waiting list A parent whose child cannot, for any reason, be assigned to the school or program of his/her first choice may have the child's name place on a waiting list for the first suitable vacancy. Students on the waiting list will have priority, in case of an available vacancy, over new entrants to the school system. Waiting lists will be subject to criteria of the student assignment policy and will'be updated monthly. 2. 5 Magnet Schools and Programs: Applications for existing.magnet schools must meet the same criteria as other applications. The applications procedure is the same. However, the Arts and City Magnet Schools will remain city wide schools of choice, while the Rogers, Bartlett, Green, Greenhalge and Llncoln will become Zone magnets. 2.6 Dissemination of Information: Information about the student assignment policy and about various schools and programs for which parents may apply will be circulated as widely as possible and on a timely basis. In addition to announcements in the press and other media, parents may seek assistance from the Parent Information Center(s), and they will be encouraged to visit schools and otherwise make informed decisions before they register their children in the Lowell Public Schools. Information will be provided in English, Spanish, Portuguese and other languages as needed. 2. 7 Certification of Address: a All entering students, and current students upon request, must submit properly documented certification of address form to the Student Assignment Officer. The Student Assignment Officer will be responsible for verifying addresses as necessary. 2. 8 Transfers: (As Amended) Students who move from one address to another within the city of Lowell will not be required to transfer to another school during that current school year. However, the parent of such a student may need to request a transfer due to transportation conflict. Page 10 (Edited 7/19/96) �Once a student has attended a school, a parent who is dissatisfied with the assignment may request a transfer. Only one transfer per year will be allowed; such a transfer mu.st be requested in writing through the prescribed Parent Information Center process no later than October 20th of the school year or no later than 45 calendar days after the initial placement of the student in the school. No transfer will be made that violates minority /non-minority balance or to a school or program in which there is not sufficient space. A parent whose request for a transfer is denied may file for an appeal under 2.9 Assignment Appeals Process. i 2. 9 Assignment Appeals Process: (As Amended) A parent whose child has not been assigned to one of their first three preferences and who is dissatisfied with the assignment or transfer, after exhausting all of the options of the Student Assignment Policy or having grounds to believe the policy was not followed, may file an appeal to an independent Student Assignment Appeals Board. The Board will review each case referred to it and will make timely decisions on the disposition of the appeal. It will not violate the desegregation related provisions of the policy. A copy of the decision will be sent to the parent(s) and the Student Assignment Officer. Proceedings of the Appeals Board will be recorded by a secretary, and all records will be maintained accurately. IMPLEMENTATION The new Centralized Enrollment Policy will be implemented in two phases. Phase One will be implemented during the 1987-88 school year and will impact students in grades 1-8 in the Lowell Public Schools. Phase Two will be implemented in the 1988-89 school year and will impact all K-8 students newly enrolling in the district. Prior to the implementation of Phase One, the District will establish the Office of Implementation that will be responsible for the school selection and assignment process. This office will be staffed by a Director, a Student Assignment Officer and a City-Wide Parent/Community Coordinator. The Office of Implementation will be responsible for the overall implementation of this plan. Page 11 (Edited 7/19/96) �ATI ACHMENTIl Considerationsfor AssessingStudent AssignmentPlansAugust 1982 The following "common Sense" considerations have served as the basis for evaluating student assignment plans in Cambridge, Holyoke, Worcester, and other Massachusetts cities, as well as elsewhere in the United States. Any plan represents a compromise among these and other considerations; it is unrealistic to expect that each concern will be satisfied fully. Experience suggests that a prior agreement to take all of the considerations seriously makes it much more likely that all of the concerned parties will find a cpmmon ground which all can accept and live with. It would be entirely appropriate to give some of the considerations heavier weight than other--so long as there is general consensus--or to agree to additional considerations which are special to a particular situation. It is much better to do so before starting to discuss the specifics of any plan. The list below is !lQ.t rank-ordered. Each item will be explained. stability continuity conditional choice fairness of burden and benefits consistency protection of untypical programs parent and community support encouragement of initiative effective desegregation clarity freedom from manipulation "benignity" appropriate time-frame potential for implementation safety and security comprehensiveness STABILITY A stable plan builds upon what has already been accomplished as far as possible, since any changes--especially in a system which has experienced many--has a cost to parents, students, teachers and administrators, along with possible benefits. In particular, sweeping condemnations of the present reality should be avoided. It is more useful to try to identify the specific elements which are having undesired effects, and to test whether there are some very specific and limited remedies available. This of course does not apply to situations in which a court has found that official action has led to system-wide segregation--and has not been corrected. �Generally, stability in most elements of a plan will result in continuity of education for most students; assurance of future stability encourages parents and staff to work for specific improvements, with some confidence that they will not have the benefits snatched away by unpredictable change. CONTINUITY Parents, students, and teachers should have some assurance that they will not be subject to on-going change in the future, except as they seek such changes. Necessary changes - as a result of school closings, for example should be projected well in advance and the impact lessened by phased implementation (see below under "appropriate time-frame"). CONDmONAL CHOICE We expect to be able to make choices in many areas of our lives, and we value the opportunity to choose schools and programs. Development of magnet schools and other "option for excellence" (in Chicago's phrase) around the country has shown that the exercise of choice can increase commitment to the schools· and excitement about education, as well as further desegregation and respond to the human diversity of students. There is no reason that choice has to be limited to "magnet schools", as the Cambridge desegregation plan demonstrates in an unusually consistent way. On the other hand, choice must be "conditional"; that is, it must operate within constraints which prevent elitism, manipulation, resegregation, or catering to the educational interests of influential groups of parents while others are ignored. The subject of appropriate constraints on voluntary transfer and magnet plans requires careful attention to prevent abuse. Magnet schools are like a "miracle drug" with power_fulside effects unless used appropriately. FAIRNF,SS OFBURDEN ANDBENEFITS A plan should ideally place an equal burden of movement, of use of less adequate facilities, and of inconvenience upon students of each racial group and from each neighborhood affected. Unfortunately, the distribution of student population and of the more adequate facilities often results in a greater burden being borne by minority students, and this may be compounded by a perception that their parents are less likely to object or to leave the public schools. Fairness must therefore be a constant concern of those developing and implementing a student assignment plan, and such decisions as school closings or the location of new facilities should be made �:1 with the intention of remedying·, so far as possible, the effect of unequal burdens. One of the strengths of Boston's Unified Facilities Plan (October 1979) was its attempt to redress some of the inequities causec;lby earlier decisions. • Benefits should also be distributed fairly, including the opportunity to attend a magnet school. The recently-approved Springfield (MA)high school desegregation plan includes provisions to improve the access to vocationally~relevant programs for female and minority students by upgrading opportunities for all and aggressive recruitment of under-represented groups of students. • CONSISTENCY While a sound plan may encourage diversity in the interest of choice, school-level initiative, and responsiveness to student diversity, it will also be concerned for consistency in curriculum, grade structure, administrative practices, and expectation. It is important to assure that students who change school for any reason do not lose educational ground, and to facilitate evaluation and accountability. A"foolish consistency" or rigidity should not be insisted upon,'but the consistency test should be applied to every element of a plan and only set aside for good reason and with adequate safeguards~ PROTECTION OFUNTYPICAL PROGRAMS Programs of bilingual instruction, special education, "enrichment," remediation and so forth should be fitted very carefully into any student assignment plan. Any impact upon such programs should be as the result of a policy decision and not of "unanticipated consequences" of student· assignments. While each program has its own purpose and requirements, there are two primary considerations which apply as untypical (or "atypical") programs are fitted in: assuring that the program is as separate as it needs to be to meet its educational objectives, and assuring that the program--and its students--are no more separate than is strictly necessary. For example, a bilingual program requires a sufficient number of classes, students and teachers to provide continuity and support and students needing a bilingual program require assurance that their assignment to one will have priority over other considerations. Some school systems have tried to meet these objectives by housing only bilingual students in leased facilities. Such as approach denies students the right to be integrated with others in all ways consistent with their educational program, and �complicates and retards appropriate mainstreaming on a phased-in ·hasis. This is a too-brief discussion of a complex issue which has been the subject of considerable attention by those responsible for such programs; their help should be sought in assessing any student assignment plan affecting untypical programs. PARENT ANDCOMMUNTIY SUPPORT Choice has already been identified as a factor leading to commitment and support, but other factors must be taken into account as well. If, for example, many parents do not receive any of their choices, alienation will result; this argues for careful recruitment strategies which do not appear to offer opportunities which in fact do not exist. Magnet strategies which result in all of the students in a school being drawn city-wide may make it harder for parent support to coalesce. Procedural safeguards against manipulation may give the schools an impersonal tone which prevents the kind of negotiation and compromise out of which a common vision can emerge. How to be responsive without being subject to inappropriate influence is a problem whicli will not go away; a sound plan will anticipate this problei:nby building in flexibility wherever it is consistent With the. other considerations. ENCOURAGEMENT OFINITIATIVE Just as influence and choice are incentives on the part of parents (and older students), so the rewarding of initiative. is an incentive for outstanding performance from administrators and teachers. "School based managementn is a valuable support for student assignment plans which allow transfers through magnet schools or "con~olled enrollment.n Voluntary transfers into your school or classroom are themselves· rewarding and they may result in more tangible rewards, such as a school staying open, or having its budget and staff increased, or even (in some systems) increased pay for the principal. By the same token, however, principals and teachers are often unwilling to "give up" students to other schools, and a sound plan which includes voluntary transfers must include a recruitment strategy which does not meet convert resistance at the school level. EFFECTIVE PF.SEGREGATION A sound student assignment plan will show how desegregation will be achieved or maintained; a difficulty arises in quantifying the degree of �----------~~I desegregation necessary. Under Massachusetts law, Pennsylvania re~ations, and requirements of some other jurisdictions, a fixed percentage of minority students is set as the maximum-permissible. More commonly, as in the Boston desegregation orders, a variable percentage is set, linked to-the overall proportion of each racial group in the system or district. Such definitions are of course subject to change. . At a more fundamental level, it is of paramount importance that neither a student assignment plan nor the operation of voluntary transfers have the effect of increasing racial isolation. A more subtle point is that an assignment plan should not fail to reduce minority isolation ~ other things being equal - or effectively prevent the reduction of minority isolation. In other words, a plan should not commit new official acts which segregate minority students. An effective desegregation plan will assure that most if not all (because of special considerations) schools meet whatever desegregation requirement is set, and will include provisions for a flexible response to changing students population which limit resegregation. CLARITY While flexibility, options, and incorporation of what_is already working are all desirable in a student assignment plan, it is also important that it posses a significant measure of clarity and simplicity so that parents and teachers can understand it, interpret it, and feel that no "inside information" is necessary to deal with its provisions. While this is difficult to accomplish, it argues against a variety of special arrangements and provisions. •FREEDOM FROM MANIPUI.ATION Any students assignment plan will be undermined--both legally and in parental support--if it is commonly believed that those with connections or -inside information can manipulate it to their benefit. While this is an issue more of the integrity of implementation than of planning as such, it argues for strong internal monitoring if not centralization of transfer approvals, and for examination of each proposed element of the plan from the point of view of its potential for manipulation. "BENIGNITY" The student assignment plan should be "benign" in the sense that it does not cause harm to any aspect of the educational program. A key to the �outstanding success of the Springfield (1974) and Holyoke (1981) desegregation plans was that in each case the superintendent was able to assure parents that education would benefit rather than suffer--and took care to deliver on that promise. A plan developed by an outside agency is much more likely (through simple ignorance) to run afoul of educational program, and this is especially true if school officials have no stake in making it a success. A sound plan will be worked through in every aspect with educational leaders to assure that it strengthens instruction and support for students and that problems are anticipated and dealt with in advance. APPROPRIATE TIME-FRAME Recent experience suggests some value in thinking of a student assignment plan as progressive, taking advantage of the fact that 25% or more of students are in a new school each year. Rather than reassign students, with some inevitable disruption of instruction and relationships, it may be possible to use the "natural " disruption of movement from elementary to middle school, for example, to achieve the same desegregation effect over a period of years. Cambridge has made this approach the key to its desegregation plan by offering every new student a variety bf options and then assigning on a basis which supports desegregation. It is fair to say that, in the past, the Massachusetts Board of Education has more than once rejected phased-in plans which seemed to offer undue delays or to place the greatest burden upon the youngest children. There are some problems with phasing, including administrative complexities, but it may be time to take a fresh look at how to use the natural turnover of students to achieve or stabilize desegregation, while assuring continuity to individual students. • Looking at assignments as a process over several years than as an event. at one point in time is especially useful in connection with school closings, which can generally be anticipated for several years. Arguably, incoming classes should not be assigned to schools from which they will not be able to graduate. • POTENTIAL FOR IMPLEMENTATION Obvious as it may seem, planners do not always take into account the capability of a school system to implement a particular plan, or the leadership and incentives which may be required to implement it effectively. A new magnet plan, for example, may depend upon development of a range of educational options only vaguely understood by those who will be I �responsible for carrying them out, and convincing parents and students that they should select options which are outside of their previous expectations. It may assume that teachers and principals will encourage parents to send their children to other schools (see above), or that complex new transportation arrangements will be made and carried out successfully. Any plan should be tested against the capacity of the system, and should incorporate provisions to increase that capacity as appropriate. SAFITYANDSECURITY In the guidelines for development of racial balance plans which the Board of Education adopted nearly a decade ago, the safety of students was given a weight equal to all other factors combined. No plan can possibly succeed unless parents and students feel assured of personal safety and uninterrupted opportunities for learning. Unfortunately many urban schools-with or without desegregation--do not provide a safe learning environment; this is an administrative problem rather than a constraint upon desegregation, and requires vigorous action by school and city officials. Safety i.&a plannjng consideration with regard to hazardous traffic or neighborhood conditions for' students walking to school; this is where "bussing" can be a solution. COMPREHENSIVENESS In general, a student assignment plan which inconveniences all students somewhat will be preferable to a plan which inconveniences some a great deal and others not at all. In the Springfield and Holyoke plans mentioned above, all elementary students attend their "neighborhood school" for several years and another school for several years. This means that there is no advantage to living in one place rather than another, and that all students and parents share the same experience of participation. Such plans are generally very stable and--if based upon establishing primary and upper elementary schools--may permit improvements in instruction and staffing economies. On the other hand, plans which involve all students for part of their school careers tend to require more transportation expense, and to disrupt schools which are already stably integrated for neighborhood or other reasons. Worcester--among other cities--has chosen a more "surgical" approach which moves a minimum of students consistent with desegregation objectives, and will require on-going adjustment. For a large system with a fairly small proportion on minority students, this was a reasonable choice. �SUMMARY This brief review of considerations which may enter into the evaluation of student assignment plans is intended to show that there is nothing mysterious about desegregation planning; jt .is a matter of common sense applied to a sufficiently broad range of considerations. The "perfect plan" has n_everyet been developed, and most plans, when carried out, reveal flaws which were not apparent in the planning stage. Good . planning, taking into account a broad range of considerations, should identify most problems in advance~and involve conscious decision to accept weaknesses in one respect rather than in another. A good plan, i1i the final analysis, is one which makessenseas a • framework for the educational mission of the schools over the long term. Since integration and equal access are-components of this educational mission, a good plan will bring minority and non-minority students together iil a variety of educational settings. Since consistent and appropriate instruction are also components of the educational mission, a good plan will seek stability, continuity, and consistency of expectations and qu,ality of instruction. Since urban education is carried out in a constantly changing environment which makes constantly fresh demands, a good plan builds in flexibility, encourages initiative, and offers significant choices. Since the schools function in a society which has limited opportunities for minority and female students, and indeed has convinced many to limit their own expectations, a good plan will work to broaden expectations and opportunities. • • �Attachment m What is "centralized enrollment"? Centralized enrollment is a way of assigning students to schools that takes a number of important considerations into account. For example, where does the child live? What school do the child's older brothers and sisters attend? What kind of educational program will best meet the child's needs? How can each school have a mix of students of different raciaVethnic groups? How does it work? Under centralized enrollment, the parents or guardians of every child newly registering in the Lowell Public Schools, or seeking a change of school for any reason, would be asked to indicate preferences from a list of schools at the appropriate grade level. The School Department would then assign the chiid based on considerations that have been approved by the School Committee, such as those listed above. Does this do away with the "neighborhood school"? Several thousand Lowell Students-20% of the enrollment in grades K-8 already attend school outside of the attendance zones for various reasons, including the choices of their parents. This proportion would increase somewhat under centralized enrollment, but most students would continue to attend a school within walking distance of their homes. How would where you live be taken into account? The system of assigning students would be so designed that students living within a quarter of a mile of each school would be guaranteed assess to any space available, at any grade level. We live further than that from my child's school. lt'hat about us? Any child already attending a school from the zone established for that school by the School Committee would be guaranteed the right to remain there through the highest grade provided. Will my preschooler be able to go there too? \ I Younger brothers and sisters would be guaranteed the right to attend school with their older siblings, grade levels and space permitting. �Miat happens if my child doesn't get any of the schools I select? Experience in other cities is that ninety percent or more of children will get one of their first three choices. Some children do not, so it is the responsibility of the School Department to assure that every school provides a quality of education acceptable to any parent. How will I get information about the different schools? Parent Information is a very important aspect of centralized enrollment. The state will provide funding for a vigorous parent information effort, including outreach workers, printed information and open houses. The media will cooperate in assuring that parents have full and honest information. How will this affect the stability of my child's schooling? Centralized enrollment assure more stability for students, since they are guaranteed the right to continue in the same school unless theirparents seek a different assignment. Miat are the educational benefits of centralized enrollment? Because centralized enrollment gives parents more choices, it provides an •incentive to make every school educationally effective. It also permits the staff of a school to work with parents to define a distinctive approach to excellence, without having to please everyone. Several recent national reports have stressed the educational significance of each school having a clear mission. Within public education, parent choice makes this possible. • Aren't there other ways to desegregate schools? Certainly. In Boston, for example, small geographic areas were assigned to different schools on an involuntary basis, in such a way that each school had a desegregated enrollment (at least on paper). A~er a dozen years of experience with this approach, however, many observers feel that a system of assignments •like that being proposed for Lowell would be more effective, stable, and popular with parents. How would centralized enrollment affect bilingual and special education? Students would continue to be assigned to bilingual and special education classes on the basis of their need for that type of education. Mainstreamed special education students would receive supplemental services in the school to 1 �which they were assigned. Substantially separate special education clci~sesand bilingual classeswould be located in appropriate school facilities; as a result of centralized enrollment and assignment, such classeswould not be displaced by neighborhood population change. • What if I don't like the school my child is assigned to? Whether you selected the school your child was assigned to or not, you would have the opportunity to seek a different assignment under the school system's transfer policy. Only those trans( ers would be permitted that were consistent with the policy, of course. Primary considerations would be availability of space at the appropriate grade level, and impact of the trans( er on racial balance. How is centralized enrollment different from "magnet schools"? Centralized enrollment gives every school the opportunity to develop distinctive programs and approaches to excellence, like a magnet school. It would, however, be more like Lowell's "district magnet schools" (such as the Rogers and Greenhalge) than like the dty-wide magnet schools, since a large proportion of • the enrollment of each school would be likely to come from nearby residential areas. What does "pairing" mean for the schools affected? Quite simply, that two school buildings serve a single population of students, with certain grades attending school in one facility and certain grades in the other. Why are schools paired? Pairing is a simple and fair way to achieve school desegregation and to provide equal educational opportunities, without breaking up classesor reassigning students on the basis of their address or their race. What are the advantages of pairing? There are definite educational advantages in enrolling more children at each grade level. This permits more variety and individual treatment. It also means, for example, that children who speak a language other that English will have more opportunities to be with children who speak English at home, in addition to taking part in a bilingual program. For children whose only language is English, it creates the possibility (with the right educational leadership and planning) of exposure to a second language and culture. �Are there any disadvantages? There can be. Without strong leadership and planning, pairing can result in a loss of continuity between the primary and upper elementary grades. While pairing represents an opportunity to enrich education for all the children involved, that will not happen automatically. Staff time for planning and teambuilding are an important element of successful pairing. Would any resources be available to help make a success·ofpairing? Yes. The Massachusetts Department of Education would make funds available for staff planning arid coordination, over the summer ·and during the ·coming year. Has pairing been used successfully in other cities? Certainly. In Springfi.eld, for example, all elementary schools have been paired or "grouped" (with several primary schools to one upper elementary school) for twelve years. The educational results have been very positive, and Springfi.eld is a desegregation success story. Jn Holyoke elementary schools were "grouped" five years ago, and instruction has improved significantly. Cambridge paired two schools seven years ago, and Lowell paired the·Moore Street and Cardinal O'Connell schoolslast year. Would pairing be permanent? Not necessarily. Lowell's Lorig Range Plan will include recommendations for a unifonn grade structure to apply after completion of a school construction and renovation program. �Office of Educational Equity The Commonwealth of Massachusetts Department of Education 13B5 HancockStreet. Quincy,Massachusetts02169 M E MO R A N D U M TO: Superintendent Henry Mroz cc: CorrrnissionerRaynolds. Bob Blumenthal, Joe McKeigue, and George Tsapatsaris FROM: Michaet~ ves and Charles Glenn-& DATE: December16, 1987 RE: Lowell Stu~ent Assignment Modification Wehave reviewed your proposed change in the Lowell Student Assignment Policy as submitted to the Office of Educational Equity on October 29, 1987. The sole modification concerns establishing school specific feeder patterns for students matriculating from elementary to intermediate or junior high school grade levels. The purpose of this change is to provide stability of assignment and reduce the necessity of parents to ~ndergo the process of having to reapply for their child s upper grade assignment. 1 We support this change. provided that the Student Assignment Officer continues to enforce the dasegregative and administrative controls of the Lowell Desegregation1 Plan. In short, such assignment would be subject to both available space and actual desegregation impact. Ame.ndme.n t fl 1 �f ••• 2r,~&J-L. f...ft, y ~-~· f uju.1. '1ue«f .. eUe 141U u (1.,.,,.,, ...&........t !fcl 4i4 7 / lP,X~~l &ua" 937-7614 '1.!1' ...~1 ......... , ~.-.1 .. MEMO ---To: Dr. Charles Glenn. Director· Bureau of Educational Equity From: George J. T1apat1ari1, Date: October 29, 1987 Subject: Project Director ASSIGNMENT OF STUDENTS CURRENTLY ENROLLED FOR SEPTEMBER, 1988 Dear Dr. Glenn: In planning the regi1tration for 1988 of pupil1 currently in the 1chool 1y1tem, and who will be completing their final &ride in the particular 1chool that they presently attend, I am reque1ting permiuiou to implement the fol lowing procedure,: ! Schools in Zone I be 1ub-divided as follow,: District I - Zone I: - Green School {K-3) District ~ Bartlett School (K-8) II - Zone I: l'awtucket Memorial (K-6) District and grouped into 1chool di1trict1 III - Zone - - - ➔ MeAvinnueSchool (K-8) J: Pine Street School (l-3) - - - ~ Morey School (K-5) Morey School (K-S) ·waahington School (K-S) - - - ~ Daley School (6-8) Lincoln School (K•S) Molloy School (K-S) II School ■ in Zone II be 1ub-divided •• fo1lov1: District Ames (k-2) and grouped into 1chool diatrict1 I - Zone II: - - - ➔ Colburn (2-5)' .. - - - ➔ Rogers (K-8) .f �- - ----- -- - ~ ~ District II - Zone II: Shaughne11y School (K-5) - - - ➔ Butler School (6-8) Moore Street (K-1) - - - ➔ Cardinal O'Connell (2-S) - - - ➔ .Butler (6-8) Di1triet III - Zone II: tiveraide (K-2) • - - ➔ Jos. Pyne (3-6) - - - ➔ Moody (7-8) Leblanc (K-6) - - - ~ Moody (7-8) Reilly (K-6) - - - i Moody (7-8) IV - Zone II: District Varnum School (l-4) - - - ~ llobinaon (S-8) Greenhal1e School (K-4) - - • lobin1on (S-8) I Under thi1 proposed plan. 1tudent1 already in attendance at the Creen School (K-3) would automatically proceed (upon completion· of crade 3) to the Bartlett School. (for example) • Thi ■ procedure would cut down the number of time, a 1tudent would need to be rea11igned at the Parent Information Center. The only 1tudent1 who would be proee11ed and a11igned throush the·Parent Information Center would be: 1. . New 1tudent1 to Lowell Public new Kindergarten regi1trant1 . School ■, including 2. Student• that are main1treamed out of the Bilingual program and the Spec. Ed. program. 3. Stud en ti who have moved out of their diltrict and/or Zone. 4. Studentl requeating a tran1fer. It should be clearly underatood that we will at all time1 endeavor to meet the majority/minority percentage that the di1trict i1 trying to attain at each 1chool and within their reapective cone. Your condderation in thil matter will be sreatly apprecia.ted. CNT/pr c'c: Michael Alvea P.S. This memosupersedes our previous memoof 10/S/87. ..• �. . Office of Educational Equity :: The,Commonwealth of Massachusetts· Departmentof Education • 1385 Hancock Street,Quincy.Massachusetts 02169 April· 14, 1989 .. ·- .. • ··._·_ .·. MEMORANDUM TO: GeorgeTsapatsaris FROM: Charles Glenn •~RE: Modifications of Lowell Desegregation Plan This is to confirm that the modifications outlined in your memorandaof May2, 1988 to Michael Alves are consistent with the Lowell Desegregation Plan and acceptable to the Massachusetts Departmentof Education. cc: Joseph McKeigue Enclosures Arne:n.dme.n.t 112 �- Lowell Public Schools Lowell,Massachusetts 01852 y GeorgeN. Tsapatsaris ProjectDirector To: 89 Appleton Street . Tel. 937-7614 Michael Alves Office of Educational Equity From: George Date: May 2, 1988 Subject: AMENDMENT #2 TO THE VOLUNTARY DESEGREGATION PLAN N. Tsapataaris, Further Lowell Clarification school System Project Director· P•rtaining as a Result to Transfers Within the of Change of Adaress Dear Mike: During the present school year, the officer has had many requests by parents who had for the opportunity for their children to remain school that they have been attending which could due to the fact that they moved to a new zone. In planning the registration for to recommend adding the following to section (Parental Preference), on pag~ 8: student assignment a change of address in a particular not be accommodated I wo~ld like paragraph a. 1988/89, 2.4, Students who move from one geographical zone to the other in the City may request to remain in the school they presently are attending prior to the change of address provided that: 1. the not majority/minority adversely affected. 2. The parent provides transportation to and from school; or, the child's transportation needs can be accommodated by existing school bus routes. Your consideration in this balance matter of the will school is be greatly appreciated. Sincerely, ~i-'tProject GNT/pr cc: Dr. Charles Glenn \ ~ . r,;tii,~~ Directo~ �Office of Educational Equity · The Commonwealth of Massachusetts Department of Education 1385 HancockStreet,Quincy,Massachusetts 02169-5183• May 1, 1989 ME MO R A N D U M TO: .George Tsapatsa:~ FROM: Charles Glenn (__(5:• RE: Modifications of Lowell Desegregation Plan This is to confirm that the modifications outlined in your memorandumof May 13, 1988 to Michael Alves are consistent with the Lowell Desegregation Plan and acceptable to the Massachusetts Department of Education. cc: Joseph McKeigue Enclosure A:r;n,e.nclrnent lf3 �Lowell Public Schools Lowell,Massachusetts 018S2 Georget,.:. Tsapatsaris ProjectDirector To: 89 Appleton Street Tel. 937-7614 Michael Alves Office of Educational Equity From: George Date: May 13, Subject: AMENDMENT#3 TO THE VOLUNTARYDESEGREGATIONPLAN Further Clarification Pertaining to Bilingual and Special Education Transfers Within the Lowell School System as a result of Mainstreaming Dear N. Tsapatsaris, Project Director 1988 Hike: .. During the present school year, the Student Assignment Officer has had many requests by parents whose children have been recommended for mainstreaming from either the Bilingual or the Special Education programs. The request by the parerits has been for the opportunity for their children to remain in a particular school where they were receiving Bilingual or Special Ed services. In many ases the particular school was in a different zone from their !residency. year, page In planning for re-gist ration· I would like to request adding the 6 of the revised Desegregation Plan for the 1988/89 school following to paragraph (6/11/87): 6 on Students who ·are being recommended for mainstreaming from Bilingual and Special Education classes may request to remain in the school they presently are attending, regardless of Zone, providing that: 1. space is availabli; 2. the majority/minority adversely affected; 3, the parent provides transportation to and from school; or, the child's transportation needs can be accommodated by existing school bus routes. Your consideration in balance this matter of the will school be greatly appreciated. Sincerely, s~.__\\~ ,. Project GNT/pr cc: Dr. Charles Glenn Director is not �. ~-. LOWELL PUBLIC SCHOOLS ~ ::=~ J "J; • 89 Appleton Street Lowell, Mq._ssachusetts01852 ' ' Peter S. Stamas Project Director Tel: (508) 441-3718 Fax: (508) 441-3761 To: Dr. From: Peter S. Date: June 28, In AMENDMENT f4 - LOWELL VOLUNTARY REVISED DESEGREGATION AND EDUCATIONAL IMPROVEMENTPLAN - CHILD CARE ISSUES AND SCHOOL ASSIGNMENTS. re: Charles Glenn, Stamas, Office Acting of Educational Project Equity Director 1991 ======================================================================= Dear Dr. Glenn: During has had many requests care needs of working the past four for cross-Zone parents. years, the Student school assignments Assignment Officer based on the child Current assignment decisions, based on the guidelines of the Desegregation and Educational Improvement Plan, have children assigned to school in the Zone in which their parent/legal guardian resides. For the school year 1991-1992 we are seeking to amend Section 2.4, paragraph a. (Farents Preference) , on page 8 by adding that part shown in bold print as follows: a. Parental Preference: At the time of registration, or at the time a transfer is requested, a parent may select three or more schools, in order of preference. These may include schools within their zone or the city~wide magnet schools. Fa.rents/legal guardians may request a school of choice outside of the Zone in which they reside based on their child care needs provided that: / • There is school. space available The minority/non-minority not adversely affected. • The parent school. provides at the balance transportation grade of to level the and at'the school is from the �/ &aaigmnent decisions coneid•ring thi.• r•qu••t will be made after July l cf each year in order tc allow tho•• kindergarten children l.i-ring within attendance 11:ones to bave adequate opportwu.ty for echool choice. Every effort will be made to accommodate the parent's preference, within the ey~tern of priorities eetabliehed 'in this policy. If it ie not poesible, for any reason, to grant one of the parent's choices, and the parent hae reason to be dieeatisfied with the child'e assignment, that parent may file an appeal under Section 2.9 •Assignment Appeals Process. Your consideration in this matter will be greatly appreci- ated. Sinee~ ' Peter S. Stamas Acting Project Director PSS/jc cc: George N. Tsapatsaris, Superintendent Rosemary Leblanc, Student Assignment Officer �-------~-1- Office of Educational Equity The Commonwealth of Massachusetts Department of Education 1385 Hancock Street, Quincy, Massachusetts 02169-5183 April 4, 1992 Mr. Peters. Stamas 636 Project Director Lowell Public Schools 89 Appleton Street Lowell, Massachusetts Dear Mr. 01852 Stamas: We have reviewed your Amendment #1 "Assignment of Students Currently Enrolled for September 1992" document and we approve of your plans for next year. The opening of new buildings and additions should :improve your facilities for students and staff during this school year and certainly for next September. We are students pleased that you continue a primary concern. to make the Sincerely, Doreen H. Wilkinson Executive Director DHW:ek cc: Superintendent George Paula T. Willis Maureen M. Wark N. Tsapatsaris integration of �.... LOWELL PUBLIC SCHOOLS 89 Appleton Street Lowell, Massachusetts 01852 Peter S. Stamas Project Director Tel: (508) 441-3718 Fax: (508) 441-3761 To: Dr. Doreen Wilkinson Office of Educational Equity Peter S. Stamas, Project Director March 13, 1992 rrom: Date: ASSIGNMENT or STUDENTS CUIUU:NTLYENROLLEDFOR SEPTEMBER, 1992 AMENDMENT #1 (Revision) Subject: Dear Dr. Wilkinson: In planning the registration for September 1992 of pupils currently in the school system, and who will be completing their final grade in the particular school that they presently attend, I am requesting permission to implement the following revision to the previously approved feeder pattern (see attached) as follows: ZONE I Green School (Grades K-3) *Bailey School (Grades PreK-4) Molloy School (Grades K-5) Morey School (Grades K-5) Washington School (Grades K-4)} Brady School (Grades Pawt. Memorial School K-3) (Grades ---------->Bartlett School (Grades K-8) ----------> Daley School (Grades 5-8) ....;---------> Morey School (Grades K-5) K-4)---------> *An Wang School *The Bail.ey School has replaced the Lincoln The Wang School has replaced the McAvinnue (Grades 5-8) School; School. ZONE II Card. O'Connell School (Grades K-4) J. G. Pyne School (Grades K-4) Shaughnessy School (Grades PreK-4) 1-----, I eu\'.ler. Greenhalge School (Grades K-4) Varnum School (Grades F;-4) }-----> Robinson Schoel. School ~r:ad--=s (Grades s .. a) 5-8) �Page 2. Amendment 11 (bvision) r, J **Moody Elementary Leblanc Reilly School School School (Grades K-4) (Grades (K-4) (Grades K-4) -----> Rogers School )----->**Sullivan (Grades School **The Sullivan School has rep1aced the Moody; The Moody has rep1aced the Ames and Colbu~n For Example: under this revised plan, Green School (K-3) would automatically to the Bartlett School. students proceed 1. New Students to garten registrants. 2. Students and the 3. Students who have 4. Students requesting that Special Lowell Public of their the consideration PSS/jc Attachment cc: Paula Willis Maureen Wark in this matter and/or program Zone. a transfer. It should be clearly understood that we will at all times the non-minority/minority percentage that the district is at each school and within their respective Zone. Your new Kinder- Bilingual district at the grade 3) would need to students who would be: including of 5-8) Schools. a student The only Information Schools, are mainstreamed out Education Program. moved out (Grades already in attendance (Upon completion of This procedure would cut down the number of times be reassigned at the Parent Information Center, would be processed and assigned through the Parent K-8) will be greatly appreciated, endeavor to meet trying to attain �·The Commonwealthof Massachusetts Department of Education Office of Educational Equity _y April 1385 Hancock 15, 1993 Street, Quincy, Massachusetts 02169-5183 Mr .. Peter S. Stamas 636 Project Director Lowell Public Schools 89 Appleton Street Lowell, MA 01852 Dear Mr. Stamas, We approve the Second Revision of Amendment #1 of Lowell's Student Assignment Plan. We expect these revised assignments will be implemented for students enrolled as of September 1993. Congratulations upon the completion of so much of your school construction program under your desegregation plan. We hope be able to visit your new facilities soon. Sincerely, Doreen H. Wilkinson Executive Director DHW: sf to �LOWELL PUBLIC SCHOOLS 89 App leton Street Lowell, Massachusetts 01852 Peter S. Stamas Project Director Tel: (508) 441-3718 Fax: (508) 441-3761 To: !'rom: Date: SUBJ'J!:CT : Dear Dr. Dr. Doreen M'i1kinson Office of Educationa1 Equity Peter S. Stamas, Project Director March 8, 1993 SECOND REVISION OF AMENDMENT fu REVISED ASSIGNMENTS OF STUDENTS l!:mtOLLED l'OR SEPTEMBER, 1993 Wilkinson: As a consequence of the extensive school building construction and renovation program c:urrently in place in the City of Lowell, we are once again making another adjustment in our previously approved feeder program pattern. As expected these adjustments will occur from time to time until the building program is completed (sometime around September 1994). We will, of course, keep you advised of any revis.ion and seek your approval. The second revision to fl is Amendment as follows: ZONII MURKLANDSCHOOL (Grades PreK-4) (Made up of grades K-4 formerly assigned to the Green & Bartlett Schoo1s) MOLLOY SCHOOL (Grades K-4) }--------------> } } BAILEY SCHOOL (Grades PreK-4) } MOREY SCHOOL (Grades K-5) ) WASHINGTON SCHOOL (Grades K-4)} PAWT. MEMORIAL SCHOOL (Grades BARTLETT SCHOOL (Grades 5-8) --~-------> K-4)---------> DALEY SCHOOL (Grades AN WANGSCHOOL (Grades 5-8) 5-8) II ZQNI CARD. O'CONNELL SCHOOL (Grades·K-4) J, G. PYNE SCHOOL (Grades K-4) SHAUGHNESSY SCHOOL (Grades PreK-4) }-----> GREENHALGE SCHOOL (Grades K-4) MCAULIFFE SCHOOL (Grades PreK~4) (Formerly the Varnum Sc:hool) }-----> BUTLER SCHOOL (Grades 5-8) } ROBINSON SCHOOL (Grades 5-8) �Page 2. Amendment #1 (Revision) LINCOLN SCHOOL (Gr,ades PreK-4) (Made up of grades PreK~4 formerly} assigned to the Brady and Rogers } ----> schools) } MOODYELEMENTARYSCHOOL (Grades K-4)} LEBLANC SCHOOL (Grades (K-4) REILLY SCHOOL (Grades K-4) PLEASE NOTE: will no longer }-----> As of September, be in service. 1993 the ROGERS SCHOOL (Grades SULLIVAN SCHOOL (Grades Brady School and the Varnum This procedure would cut down the number of times a student be reassigned at the Parent Information Center. The only would be processed and assigned through the Parent Information 1. New Students to garten registrants. 2. Students and the 3. Students who have 4. Students requesting that Special Lowell Public Schools, are mainstreamed out Education Program. moved out of their consideration in this Bilingual district and/or cc: Paula Willis Maureen Wark Revision matter to program Zone. a transfer. will be greatly PSS/jc (First School new Kinder- of the endeavor to meet trying to atttin appreciated. Peter S. Stamas Project Director Attachment 5-8) would need to students who would be: including It should be clearly understood that we will at all times the non-minority/minority percentage that the district is at each school and within their respective Zone. Your 5-8) Amendment il) �--- I - The Commonwealth of Massachus'etts Department of Education Off fee of Educational Equity . J April 1385 Hancock 26, 1993 Street, Quincy, Massachusetts 02169-5183 Mr .. Peter S. Stamas Chapter 636 Project Director Lowell Public Schools 89 Appleton Street Lowell, Massachusetts 01852 Dear Mr. Thank you amendment choice. Stamas: for #5. making the requested changes to your recent It now continues to encourage parental freedom Your Amendment #5 to Lowell's Revised Voluntary Desegregation Educational Improvement Plan which deal$,with transfers within the Loweli Public School System is acceptable to this office. Sincerely, Doreen H. Wilkinson Executive Director DHW:ek ; of and �-~-1----~- LOWELL PUBLIC SCHOOLS 89 Appleton Street Lowell, Massachusetts 01852 Peter S. Stamas Project Director Tel: (508) 441-3718 Fax: (508) 441-3761 To: Dr. Doreen Wilkinson Office of Educational Equity Peter S. Stamas, Project Director From.: Date: SUBJECT: April 14, 1993 ~~~H'J1' fS TqJLOWELL'S REVISED VOLUNTARYDESEGREGATION -ANfiEDtiCATIONAt-IMPROVEMEN'l'PLAN - 'l'ranafers within the Lowell Public School System The numb-era of students requesting multiple transfers. 'within the same school year has risen steadily since the implementation of the desegregation plan. Parents who request these transfers have many reasons for so doing. Some request a change of _school because they have moved to a different part of the city. Some reque~t a transfer in order to have a child attend the same school as a sibling. Others request a transfer because· they are dissatisfied with the school their child is attending for a variety of personal reasons. Some are quick to request a tra~sfer if their child has been subjected to disciplinary ac_tion by a teacher or principal. Parents requesting a transfer for their child because of personal reasons are currently allowed to do so at any time during the school year. Children have been placed in 2, 3, and sometimes 4 different schools during an academic year because of parental requests. This practice is not only educationally unsound, but is also psychologically, socially, and emotionally unsound for the children involved, and it is also disruptive to the learning processes of the childre~ in the classrooms to which the student is newly assigned. After reviewing the desegregation plan and-its statement would lik~ to propose the following change which received Lowell School Committee on March 24, 1993. on transfers, we approval by the \ Amend Section shown in bold 2,8 2.8 Transfers (page print and underlined 11) by adding the in the following: sentence Transfers; "Once a student has attended a school, a parent who is dissatisfied with the assignment may request a transfer. Only one transfer per year will be allowed; such a transfer must be requested in writing through the prescribed Parent Information Center proce.sa no later than October 20th of the school year or no later than 4Lg!.ensl,ar days after the initial placement of the student i.n the school year, t"'t _y_ y L .,.,,. �Page 2 Amendment *5 NO transfer will be made that violates minority balance or to a school or program in which there is not sufficient space. A parent whose request for a transfer is denied may file for an appeal under 2.8 Assignment Appeal Process . . Students who move from one address to another within the city of Lowell will not be required to transfer to another school during that current school year. However, the parent of such a student may need to request a transfer due to transportation conflict." Once again we would like to point out that the 2.8 is always open to a parent whose request transfer has been denied. Appeal Process for a child's under section placement or Peter S. Stamas Project Director PSS/jc �LOWELL PUBLIC SCHOOLS 89 Appleton Street Lowell, Massachusetts 01852 J Peter S. Stamas Project Director Tel: (508) 441-3718 Fax: (508) 441-3761 To: From: Date: SUBJECT: After would Lowell reviewing the desegregation plan and its statement like to propose the following change which received School Committee on March 24, 1993. Amend Section one transfer the following: 2.8 Dr. Doreen Wilkinson Office of Educational Equity Peter S. Stainas, Project Director April 23, 1993 AMENDMENT #5 TO LOWELL'S REVISED VOLUNTARYDESEGREGATION AND EDUCATIONALIMPROVEMENTPLAN - Transfers within the Lowell Public School System on transfers, we approval by the 2.8 Transfers (page 11) by adding the second se'ntence "only ... in the school year" as shown in the second paragraph of Transfers: .Students who move from one address to another within the city of Lowell will not be required to transfer to another school during that current school year. However, the parent of such a student may need to request a transfer due to transportation conflict. Once a student has attended a school, a parent who is dissatisfied with the assignment may request a transfer. Only one transfer per year will be allowed; such a transfer must be requested in writing through the prescribed Parent Information Center process no later than October 20th of the school year or no later than 45 calendar days after the initial placement of the student in the school year. NO transfer will be made that violates minority balance or to a school or program in which there is not sufficient space. A parent whose request for a transfer is denied may file for an appeal under g...,..g_Assignrnent Appeal Process. ~-1 The Lowell Public Schools will do everything they can to keep a child in school and to encourage attendance in school everyday even to the e~tent of accommodating unusual circumstances of school-home location issues or matters of transportation. Once again we would like to point out that the 2.8 is always open to a parent whose request transfer has been denied. Appeal Process for a child's Project under section placement or Director �-- ---- *t I- -------~~I 1.·heComniOllW. Calth0~ MassaChusetts 2 0 Ju; P. ~ Department of Educat10n ~'fflJ Malden,M-•- 350 MainSt-. . • 02148-5023 • (617) 388-3300 .J M E M O R A t; D U M Commission$.r ~f.ltJJ, Antonucci Doreen H. Wilkinson '.FROM: June 22, 1993 Amendment to Lowell RE: Desegregation Plan LOWELL The eoard-approved student assignment plan i.n Lowe11·requires amendment to respond to the completion of school construotion which was funded by the state under Lo~ell's Desegregation Plan. 'l'he proposed changes are outlin~d in the attached memorandum.· l- In Part One, to start in September Zone 3 to their previous attendance citywide Magnet School Zone. 1993, the system adds a zones, plus their 2. In Part Two, to start in September additional school to zone 3. 1994 These changes have been approved by the 1 Lowell they will Public add an School committee. I recommend approval of this amendment as soon as possible so students and staff can be informed of the changes prior to the close of school on June 25, 1993. These amendments usually go to the Boara for approval, but I understand that you have authority to take action on behalf of the Board between the June and September regular meetings. If you approve the amendment, I will notify the Superintendent immediately.· Please call DHW:ek Attachment me if you have any questions. Thank you. �LOWELL PUBLIC SCHOOLS 89 App"leton Street Lowell, Massachusetts 01852 Tel: (508) 937-7647 Tel: (508) 937-7614 FAX: (508) 441-3761 George N. Tsapatsaris Superintendent To: From: Date: Dr. Doreen Wilkinson George N. Tsapatsaris, Superintendent June 14, 1993 'lI'IHIIlffiIID ffilETI§lI(Q)W 'lI'(Q)AMIEWID>MlEW'lI' ffll..... A ffilEVIl§JEID>IF(Q)11JJ:R ..~(Q)NJE§'lI'ffi1UC'lI'1UIRIE {IP!lrri (Q)m~!ltro<dl !Psirra'lI'v@) S l!Jlffi JJIEC 'II': ·we respectfully submit for your review and subsequent approval the final phase of our student assignment structure as it has been evolving around the school construction and renovation programs over the last 5 to 6 years as approved by the State Board of Education as Part of Lowell's Desegregation plan. The extensive 131 million dollar school construction and renovation program for the Lowell Public Schools, which is an important part of the Revised Voluntary Desegregation and Educational Plan, is entering its final phase. As indicated previously, as this building program has proceeded it required adjustments in our central enrollment planl for students. We have attached hereto a new, two-part. IF@w.rr ..~®ll!l.~ student assignment structure. The Lowell School Committee after studying this latest revision for several months voted at its meeting of May 26, 1993 to approve both Part One (for the school year 1993-94, starting September, 1993) and Part Two (Starting in September, 1994). 1. In Part One, 1993-94, (see Inclosure #1) we have added a Zone 3 to our previous enrollment structure by taking away the Rogers School arid the Moody School from Zone 1 and the Lincoln School from Zone 1. The Molloy School will now feed the Bartlett School in Zone 1. • 2. In Part Two, starting September, 1994, (see Inclosure #2) we will add to Zone 3 by taking the Cardinal O'Connell school away from Zone 2. 3. These changes.will address two major concerns: a. The resulting student assignment restructuring will increase the number of options from which parents can choose for their children which in turn facilitates the equitable and balanced distribution of minority status and non-minority status students by the Student Placement Officer. * * All of Zone 1 students will now also be able to choose schools in Zone 3 and in the Citywide Zone. All of Zone 2 students will now also be able to choose schools in Zone 3 and in the Citywide Zone. • 1 lnclosure#3 is a copy of the last previousrevisionto Amendment#1 ,.,_.., - _J_ -~r-i1 ........:_,. �* Children in the traditionally defined districts of the Rogers, Moody and O'Connell schools (Zone 3) will still retain the right to choose from among the Zone 2 schools. * Children in the traditionally defined district of the Lincoln School will still retain the right to choose from among the Zone 1 Schools. Starting with September 1994, the McAvinnue School, the last of the newly constructed Schools,will be ready for occupancy. At that point in time, except for the Arts Magnet (K-8) and City Magnet (K-8) Schools, the School system will have completed its evolution to PreK-4, 5-8, and 9-12 alignment Of course, all city residents still maintain the option of selecting Citywide Zone schools as their choice. It is our feeling that these revisions should serve our school system well in meeting Lowell's Revised Voluntary Desegregation and Educational Plan for several years into the future. Therefore we respectfully seek your approval of this revision. Sincerely, A~n~ George N. Tsapatsaris Superintendent PSS/jc 2 �LOWELL PUBLIC SCHOOLS . Henry J.Mroz Administration Office 89 Appleton Street Lowell, Massachusetts 01852 Peter S. Stamas Project Director To: • From: Date: Re: Tel: (508) 441-3718 Fax: (508) 441-3761 Superintendent George N. Tsapats~~~,w;fl,.,} Peter S. Stamas, Project Director ~September 8, 1995 Motion by School Committeeman Timothy Golden: That the Superintendent report by the next meetin,g on the feasibility of implementing a school choice policy in which neighborhood residents receive preference in the enrollment of their children in their neighborhood school. Attached please find Section 2.4 (as amended) which was extracted from LoweU's Voluntary Desegregation and Curriculum Improvement Plan adopted in 1987. . As you will notice paragraph f. lists Place of Residence as a priority. I would propose that in applying this priority we use the following procedure. After the priorities spelled out in paragraphs b, c, d, and e have been addressed, then priority "f" apply's. Those children who live in the· traditionally defined neighborhood district of their respective school shall be given preference over all other children as it appli_esto the acceptance list, the sibling wait list, and the non-sibling wait list. Presently with respect to paragraph "f" the "place of residence" qualification was based on the Zone in which the child lives'._Under this proposed modification the "place of residence" qualification would be based on the neighborhood in which the child_resides. I believe that this revision addresses the concern for neighborhood preference while at the same time it remains in conformance with the Voluntary Desegregation Plan. Schools of Choice �EFFECTOF SCHOOLCOJ.vfMITTEE ACTION WHICH REALIGNSTHE SCHOOLNEIGHBORHOODDEFINITION AND STREETDIRECTORY AND WHICH REDEFINES THESTUDENTPLACE:tv1ENT CRITERION (#2.4f) ENTITLED,"PLACEOF RESIDENCE"IN THECENTRALlZED ASSIGNJ.v1ENT POLICY. Upon approval by the Lowell School Committee on February 14, 1996, the following clarifications to the guidelines for the Centralized Assignment Policy take effect: •The Lowell School Committee has realigned the street-directory definition for each of the elementary and middle schools in Lowell effective the School Year 1996-1997. •The placement criterion (#2.4f of the Lowell Voluntary Revised Desegregation and Educational Plan - approved June 11, 1987) is further clarified so as to give priority in this category to those students who reside within the given school neighborhood as defined by the realigned street directory adopted by the Lowell School Committee on February 14, 1996. •These modifications will take effect for the school year 1996-1997 and would apply to the following: 1. 2. 3. New Students to Lowell Public School~, including new Kindergarten registrants. Students that are mainstreamed out of the TBEprogram or the Special Education Program. Students who change address and who move out of their previous school neighborhood and/or Zone. •Students already assigned for the 1995-1996 school year or those already entered on waiting lists in 1995-1996 will be grandfathered. As a result of these clarifications section 2 .4 "Criteria for Assignment" of the Lowell Voluntary Revised Desegregation and Educational Improvement Plan will read as follows: (italicized section reflect the resulting clarifications) 2.4 Criteria for Assignment: (As Amended) The criteria for assigning students will be defined as follows.: a. Parental Preference: At the time of registration, or at the time a transfer is requested, a parent may select three or more schools, in order of preference as follows: • For students residing in Zone 1 and the Lincoln School neighborhood, parents may choose schools in Zones 1, 3 and 4. • For students residing in Zone 2 and the Cardinal O'Connell and Moody Schools neighborhoods, parents may choose schools in Zone 2, 3 and 4. Page 1 Clarilied Student Placement Policy (2/7tt) �i Students who move from one geographical zone to the other in the City may •requei:;t to remain in the school they presently are attending prior to change of address provided that: . • The minority/non-minority affected balance of the school is not adversely • The parent provides transportation to and from school; or, the child's transportation needs can be accommodated by existing school bus routes. Parents/Legal Guardians may request a school of choice outsio.e the Zone in which they reside based on their child care needs provided that: • There is space available at the grade level at the school. • The minority/non-minority affected. balance of the school is not adversely • The parent provides transportation to and from the school. Assignment decisions considering this request will be made after July 1 of each year in order to allow those kindergarten children living within attendance zones to have adequate opportunity for school choice. Every effort will be made to accommodate the parent's preference, within the system of priorities established in this policy. If it is not possible, for any reason, to grant one of the parent's choices, and the parent has reason to be dissatisfied with the child's _assignment, frlat parent may file an appeal under Section 2.9 "Assignment Appeals Process." b. Space Available: Space available in a particular school, program or grade will be defined according to the policy in effect as to class size and instructional capacity, so long as it doe~ not disrupt existing classes. c. Special Needs of the Student: Students requiring a special education program will be assigned according to the TEAM evaluation process, regardless of other provisions of this policy. Students requiring and agreeing to a bilingual program (TBE)will be assigned to such a program, regardless of other provisions of this policy. Students who no longer require a substantially separate special needs placement and those students who have completed their bilingual program (mainstreamed) will be considered "new'' students and will be subject to the provisions of student assignment policy. (See B 1 Section 6). Page 2 Clarified Student Placement Policy (2/7/95) �d. Sibling Preference: All Students whose parents make timely applications for a particular school and already have other children attending that school of choice will be given a priority of assignment to that school for their racial group. e. Minority Balance: Transfers and new assignments, except as noted previously, must meet the requirements of minority/non-minority balance. The goal is to achieve a minority/non-minority percentage within each school, program and grade that reflects, within ten percentage points, above or below, the minority/nonminority percentage of the zone as a whole. Accordingly, all new assignments and transfers effective in the next school year will be assigned on a minority/non-minority basis calculated for each. of the zones plus or minus 10%; these percentages will be posted by June 1st prior to the new school year. f. Place of Residence: All other priorities being equal; the student, living within the school neighborhood street directory as defined by the Lowell School Committee, will have priority of assignment for his/her racial group. g. Random Lottery: In the event that, after considering all other priorities, there are still more student applications than available space, the Office of the Student Assignment Officer will conduct a random lottery in order to fill the available .space. h. Waiting List: A parent whose child cannot, for any reason, be assigned to the school or program of his/her first choice may nave the child's name place on a waiting list for the first suitable vacancy. Students on the waiting list will have priority, in case of an available vacancy, over new entrants to the school system. Waiting lists will be subject to criteria of the student assignment policy and •will be updated monthly. Sections 2.8 and 2.9 are presented below to give .a broader picture of the student placement policies and procedures along with the clarified Section 2 .4. 2. 8 Transfers: (As Amended) Students who move from one address to another within the city of Lowell will not be Page 3 Clarified Student Placement Policy (2/7/95) �required to transfer to another school during that current school year. However, the • parent of such a student may need to request a transfer due to transportation conflict. Once a student has attended a school, a parent who is dissatisfied with the assignment may request a transfer. Only one transfer per year will be allowed; • such a transfer must be requested in writing through the prescribed Parent Information Center process no later than October 20th of the school year or no later than 45 calendar days after the initial placement of the student in the school. No transfer will be made that violates minority/non-minority balance or to a school or program in which there is not sufficient space. A parent whose request for a • transfer is denied may file for an appeal under 2.9 Assignment Appeals Process: 2.9 Assignment Appeals Process: A parent whose child has not been assigned to one of their first three preferences and who is dissatisfied with the assignment or transfer, after exhausting all of the options of the Student Assignment Policy or having grounds to believe the policy was not followed, may file an appeal to an independent Student Assignment Appeals Board. The Board will review each case referred to it and will make timely decisions on the disposition of the appeal. It will not violate the desegregation related provisions of the policy. A copy of the decision will be sent to the parent(s) and the Student Assignment Officer. Proceedings of the Appeals Board will be recorded by a secretary, and all records will be maintained accurately. Page 4 Clarified Student Placement Policy (2/7/95) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Equal Education in Lowell Research Files, 1970-1990 Date A point or period of time associated with an event in the lifecycle of the resource 1970-1990 Description An account of the resource These research files were collected while writing the paper titled <a href="https://scholarworks.umb.edu/iaas_pubs/53/">"The History Matters: Fighting for Equal Education in Lowell, Massachusetts, 1970-1990"</a>, published by the Institute for Asian American Studies at the University of Massachusetts Boston.<br /><br />The supplemental materials provided in this collection cover the story of how Southeast Asian and Latino parents in Lowell confronted the Lowell School Committee in the late 1970s and 1980s, demanding that schools be desegregated and that their children have equal education opportunities.<br /><br />Some items are restricted from online publication due to copyright law. Researchers can access these materials upon request. Creator An entity primarily responsible for making the resource Forrant, Bob Khoeun, Chandaranee Khuon, Chrisna Source A related resource from which the described resource is derived Born digital collection preserved at the Center for Lowell History. Donated by Bob Forrant in May 2025. Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). No Copyright - United States: This item is believed to be a part of the Public Domain under the laws of the United States. Language A language of the resource English Spanish Subject The topic of the resource Public schools School facilities Immigrant students Racism in education Educational equalization Education, bilingual Latin American students Hispanic American high school students South Asian American students Legal briefs Racism against Asians Veterans Public housing Gentrification Immigrants--Housing Education, bilingual School boards School integration Racism against Hispanic Americans Puerto Ricans--United States City council members Social work with immigrants Cambodian Americans Lawyers Format The file format, physical medium, or dimensions of the resource PDF m4a Type The nature or genre of the resource Text Audio Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell (Mass.) Revere (Mass.) Cambridge (Mass.) Contributor An entity responsible for making contributions to the resource Yem, Paul Ratha Perez, Camilo Kiang, Peter Higgins, Jim Gargiulo, Chales Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lowell Voluntary Revised Desegregation and Educational Improvement Plan Date A point or period of time associated with an event in the lifecycle of the resource 1987-06-11 Description An account of the resource Plan for the Lowell Public Schools to provide both an interim and Long-Term solution to the problems of increasing minority isolation and lack of available school space. Creator An entity primarily responsible for making the resource Lowell Public Schools Bureau of Equal Educational Opportunity Subject The topic of the resource Public schools School facilities Immigrant students Rights Information about rights held in and over the resource No Copyright - Non-Commercial Use Only: This Work has been digitized in a public-private partnership. As part of this partnership, the partners have agreed to limit commercial uses of this digital representation of the Work by third parties. You can, without permission, copy, modify, distribute, display, or perform the Item, for non-commercial uses. For any other permissible uses, please review the terms and conditions of the organization that has made the Item available. Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell (Mass.) https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/c5e7a92177015a048463fba8552041b7.pdf?Expires=1785369600&Signature=ZMbTeDsrbogbbulnWXvtTBe%7E1y1WGWmsAI4ZdQQQVkhJYAf5rF4-6UvXSzI8%7Ew62r3V--RRz6rU5OhMD8UueScqLiMPv-7yR8MGKfzosaxURl48kSdjzz8om1swIfGTR8QkyV6X-uxAWZgIWWOSulTauC81lKgLHaTU1jas3M754FVYHK2Wn3cxqrfDs7tNGEm-ILdDGBmK3Z0kmPVI232k5kwjOUH%7E9SCYAUMcgQYAff-dbV6PquTkwwgk3gKUMVe3sHfxPekowSc%7E38xtLtGAPhSUnXn3t4-yNHZF%7EjA7XUnr4RoqXcdRFPQmQxIkFXHKEebkNXY%7EtvGlMnKsFYg__&Key-Pair-Id=K6UGZS9ZTDSZM e274f5ed00ced399631e4507611a63b5 PDF Text Text VOLUNTARY COMPLIANCE PLAN PURSUANT TO TITLE VI OF THE CML RIGHTS ACT OF 1964 LOWELL PUBLIC SCHOOLS LOWELL, MA Approved by the Lowell School Committee on November 9, 1988 �\ TABLE OF CONTENTS TOPIC PAGE STATEMENT AND PURPOSE OF RESPONSIBILI1Y 1 Equal Educational Opportunity 1 Compliance and Accountability 2 Transitional Bilingual, Two-Way, Demonstration Programming for Literacy School, 4 Program Administration 8 Overall Staffing Concerns 9 Recruitment and Hirtng 9 Needs Assessment 10 Training and In-SeIVice 11 Parental· Involvement 13 Access to Equal Facilities and Technology 14 Program Location 15 Identification 15 of Students to be Served Exiting and Post-Exit Monitoring 17 Drop-Out Prevention and Recovery Services 18 Grades 9-12 19 Elementary K-8 Grades 19 Chapter I 20 Bilingual Early Childhood Education 21 Special Education 21 Vocational -----Discipline Education 24 24 �STATEMENT AND PURPOSE OF RESPONSIBILITY The Lowell Public Schools adopt this Voluntazy I.AU Compliance Plan as a consent agreement between the School Department and linguistic minortty parents and students intended to insure continued compliance with legal obligations under federal an~ state law and regulations, including the U.S. Constitution; Title VI of the Civil Rights Act of 1964; the Federal Equal Opportunity Act; G.L. Chapter 71A, the State Transitional Bilingual Education Act; and related Federal and State provisions regarding compensatory, special, and vocational education. This Plan updates and modifies the. previous I.AU Plan adopted and last revised in April 1980 and the Voluntary Desegregation Plan adopted on June 11, 1987 in light of current circumstances, evolving educational practices and legal standards. Final responsibility for implementation of this Plan rests with the Superintendent of Schools. EQUAL EDUCATIONAL OPPORTUNITY OBJECTIVE l All students in the Lowell Public Schools shall be assigned in a manner which assures equal educational opportunity regardless of race, national ortgin, sex, language background, or residency in a desegregated, multicultural, pluralistic. learning community. Task 1.1 Bilingual and special education program students are to be assigned to . appropriate clusters at appropriate settings, followed by the assignment of all other students by means of centralized enrollment in such a way that each school reflects the percentage of majority and minority in the school system (plus or minus 100/4)inclusive of bilingual programs. This percentage is revised on an annual basis to reflect the current percentages of the school system. '-Bilingual student assignments are subject to provisions of the Voluntary Desegregation Plan not otherwise modified by this revised I.AU Compliance Plan. Page 1 (Voluntary Compliance Plan) -- October 28, 1988 �COMPLIANCE AND ACCOUNTABILITY OBJECTIVE 2 To assure system-wide compliance with Federal, State, and Local laws, regulations, and policies regarding equal educational opportunity for linguistic minority students. Task 2.1 The Project Director (Desegregation Coordinator) will have direct line authority over the Bilingual Program Supervisor and other program staff, and with the responsibility of assuring appropriate monolingual,. compensatory, coordination of services among bilingual, and special education programming. Task 2.2 The Project Director will have responsibility Superintendent for reporting directly to the regarding linguistic minority equity compliance issues, and will continue to serve as the Superintendent's Bilingual Education Sub-committee representative to the Mayor's of the Lowell School Committee. Task 2.3 There shall be convened a Mayor's Bilingual Education Sub-Committee to the Lowell School Committee. (BESC) The members shall include representatives of •the School Committee selected by the Mayor and will meet with representatives of minority parent plaintiffs on a monthly basis. To assure compliance with linguistic minority equity requirements, Transitional 1 1 1 '--i_ 1 1 ·l 1 membership in the Master PAC for Bilingual Education will be expanded to include: Representative of Citywide Parent Advisory Committee Representative of bilingual program teachers LAUTesting and Assessment Specialist Citywide Guidance Director (as needed) Director of Special Education (as needed) Director of Chapter I (as needed) Representative of Northeast Regional Office, State Department of Education (as needed) Representative of Teachers' and/or Supervisors' Union (as needed) Page 2 (Voluntary Compliance Plan) -- October 28, 1988 �The Composition of the new Master PAC for Transitional Bilingual Education will be all of the above in addition to the present composition: Designee of Lowell School Committee Transitional Bilingual Education Supervisor Project Director Officers and elected representatives of each Sub-PAC Minority representative from University of Lowell Minority representative from Middlesex Community College Representative from City of Lowell Bilingual Ubrary Bilingual Department Head Bilingual Program Facilitators The Officers of the Master PAC will be elected annually. The Project Director will be responsible for assuring that the above described members and representatives are designated by June 1st of each year and that the PAC meets at least once per month throughout the year to plan and assure implementation of equitable linguistic minority programming. Any future changes in the Master PAC membership will take into consideration needed input from varied sectors of the school system, broader community and region. Meetings of the Master PAC shall be open public meetings, and may be expanded to include invited guests and speakers. This newly organized Master PAC shall meet for the first time within 30 days of this Plan's adoption. Task 2.4 The Sub-committee purpose shall be to monitor and evaluate and advise the School Committee regarding all aspects of the planning and implementation of this Agreement. Mayor's Sub-committee will also receiye suggestions and complaints from parents, students, staff and community regarding compliance issues, and direct these to the attention of the Superintendent of Schools accompanied by suggestions for appropriate action. The Superintendent's consideration will be the first step in process of dispute resolution if and/ or when disagreements arise regarding implementation. Final resolution of said disagreements shall be determined by the School Committee. Task 2.5 The Deputy Superintendent of Personnel will review and monitor the ~ectlveness of staff development and in-service training efforts on both a systemic and individual school basis, each year. Page 3·(Voluntary Compliance Plan) -- October 28, 1988 �Task 2.6 The Project Director, Supervisor of Transitional Bilingual Education, IAU Testing & Assessment Specialist and Master PAC shall ensure that the following data be compiled and be available by June 30th of each year: a. number of linguistic minority students 1n each Lowell Public School program and type of program; b. results of academic testing including curriculum-referenced, native language proficiency testing; c. absentee rate; d. drop-out rate; e. promotion rate: f. suspension •g. basic skills, English and/or and expulsion rates; graduation data and rate of matriculation at institutes of high education: h. academic progress in monolingual programs following existing from Transitional Bilingual programming; i. number of students serviced by native or ESL tutors; J. for special education students that data specified 1n special education section, infra, as well as data regarding movement in program by prototype; k. names. national origin. native language and cultural background of all transitional bilingual, Two-Way and ESL professional and paraprofessional staff including their certification and waiver status and levels and/ or subjects taught by each. TRANSITIONAL BILINGUAL, 1WO-WAY, DEMONSTRATION SCHOOL PROGRAMMING FOR LITERACY O&JECTIVE3 The Lowell Public Schools provide a Transitional Bilingual Education Program for Spanish, Cambodian, Laotian, Vietnamese and Portuguese limited Englishproficient students, and will initiate Transitional Bilingual Education programs for other language groups as numbers (20 of a particular linguistic group systemwide) warrant. ~tive language and ESL tutors provide services to students of low incidence populations (under 20 systemwide). Students in the Transitional Bilingual. Education Program develop literacy in the home language as well as in English, and study their people's culture and history as well as that of the United States, in compliance with Mass. GL Chapter 7 lA. Programs intended to provide meaningful opportunities to develop literacy in English as well as a Page 4 (Voluntary Compliance Plan) -- October 28, 1988 �second language shall include transitional bilingual education as required by state law. Native language and English as A Second Language (ESL) tutors will provide services to linguistic minority students whose total enrollment is less than twenty in the Lowell Public Schools. Multilingual/Multicultural programs shall be open to all students on the basis of both racial and linguistic criteria broadly consistent with systemwide equal education opportunity concerns. Courses shall be scheduled in such a manner as to accommodate these students' needs to take other required courses in English. Multilingual/Multicultural programs shall be developed according to the following schedule: 1. The Robinson School's Two-Way program (Spanish-English) for grades 56 will be expanded to include grades 7-8 by September 1989. 2.. A Two-Way pilot program (Spanish-English) for grades 1-4 will be established at the Reilly School to begin in September 1988. 3. A Demonstration School. grades Pre-K-3 will be established in conjunction with the College of Education of the University of Lowell. The Demonstration School will be a city-wide magnet, located on the grounds of the University of Lowell and managed by its College of Education. The Demonstration School will have Hispanic and Cambodian students and perhaps others and will expose the students to Khmer, Spanish and English languages and respective cultures. It will open in September 1989 contingent on implementation by the University of Lowell. 4. Multilingual/multicultural programs will be established at other schools by the Principal, staff, parents, consistent with the principles of the central enrollment plan. 5. However, in all such cases, the Principal and staff shall have the final decision in adopting and/ or retaining said program. 6. All newly constructed schools under the State reimbursed construction plan shall be designated multilingual/multicultural schools with Transitional Bilingual Education programs provided in a manner consistent with desegregation requirements. 7. A newly constructed school under the state-reimbursed construction plan shall be designated a multilingual/multicultural school with a two-way multilingual/multicultural program. One of the language components of this school will be a Spanish-English cuniculum. ·-..__ This school will be planned in a manner consistent with desegregation requirements, as well as involvement of the respective parental representatives and staff. Page 5 (Voluntary Compliance Plan) -- October 28, 1988 �Task 3.1 The Supervisor of Transitional Bilingual Education programs shall coordinate Transitional Bilingual Education programs which shall be located throughout the Lowell Public Schools in appropriate desegregated environments. Task 3.2 The Supervisor of Transitional Bilingual Education will coordinate the planning and development of multilingual/multicultural programs that may be instituted in the Lowell Public Schools. Task 3.3 The Master PAC shall be consulted throughout the school year as part of the above-described community-based program planning process. Task 3.4 Any new Two-Way Bilingual programs will have as their fundamental objective the development of literacy through various approaches including the whole language-based approach utilizing children's interests and experiences, as well as quality children's literature, in both English and one other language. Task 3.5 In-service training in multilingual/multicultural whole language techniques shall be provided prior to, and during, each program's implementation. Task 3.6 All Lowell Public Schools are developing multicultural programs as part of their Chapter 636 proposals to the extent that these funds are available. Task 3.7 All linguistic minority students served by the Lowell Public Schools shall be entitled to curricular offerings in any program in which they are enrolled which are equal and comparable in size, scope, sequence and quality to those provided in the standard monolingual program. The Superintendent shall within the first three months undertake a needs assessment in this area of program implementation and make appropriate recommendations to the School Committee. Task 3.8 All linguistic minority students served by the Lowell Public Schools shall be ---placed according to age/ grade appropriate norms. Students who are eligible shall receive supplemental instruction and supportive services regardless of English proficiency. Page 6 (Voluntary Compliance Plan) -- October 28, 1988 �Task 3.9 By Aprll 15 of each year, the Project Director and Supervisor of Transitional Bilingual Education shall initiate a review of the scheduling and structure of programming for all linguistic minority students so as to eliminate inequities related to student transportation, insufficient staffing, inadequate facilities or other factors disproportionately impacting such students. Task 3.10 At Lowell High School, language minortty students are received in 2 categortes: a. Tirrough the normal promotion process (i.E., 8th Grade to 9th, etc.). These students are in a continuous assessment mode through their classroom and are the beneficiaries of the Student Support Team mechanism or direct intervention by teachers, counselors, MICAS staff, and administrators. b. As new entries into the school system and Lowell High School. these students will be subject to the following steps: i) check documents for completeness and relevancy; ii) complete I.AU form, language dominance testing; iii) have prior academic records assessed; iv) take placement tests regarding native language, English language, math; v) GUIDANCE - DESIGNS program based on input from prtor steps and implements placement. Task 3.11 These plans shall call for a range of approprtate programming from standard curriculum placement to alternative and/or work-study arrangements including college-oriented or community college courses, and supplemental language developmental support or tutortng as well as an ongoing relationship with adult counselors. Task 3.12 Linguistic minority students with limited English proficiency shall be entitled to satisfy High School graduation requirements through satisfactory completion of native language and ESL content area courses substantially equivalent to those offered in the monolingual standard curriculum. Such §rudents' previously attained secondary level credit for courses taken in their home country and/ or in their native language or via ESL content area instruction shall also be taken into account towards the satisfaction of these graduation requirements. Page 7 (Voluntary Compliance Plan) •• October 28, 1988 �PROGRAM ADMINISTRATION OBJECTIVE 4 The delivery of educational and supportive services to linguistic minority children shall be coordinated throughout the school system, and shall include equal access to all programming as well as appropriate multilingual/multicultural and Transitional Bilingual Education programs. Task 4.1 Overall delivery of coordinated educational and supportive services for linguistic minorities, inside and outside bilingual programming, shall be overseen by the Assistant Superintendent for Curriculum & Instruction Services. Direct supervision of bilingual and other language programming services shall be the responsibility of the Supervisor of Transitional Bilingual Education. Task4.2 In addition to the Supervisor of Transitional Bilingual Education, supportive staff shall at minimum include one {1) Facilitator for the Spanish component; one {l) Facilitator for the Khmer component; one {1) Curriculum Coordinator for the Southeast Asian component: one (1) half-time Facilitator for the Portuguese component; a l.AU Testing & Assessment Specialist; Home/School liaisons for Spanish, Cambodian and Laotian; one {I) Parent Advisory Council Coordinator for the Transitional Bilingual Education program, and one (1) Khmer Liaison assigned to the Guidance Department. Task 4.3 Each Facilitator, Curriculum Coordinator, Department Head for each major program component at the elementary and secondary level shall be primarily responsible for curriculum development and implementation, and shall report regularly to the Supervisor for Transitional Bilingual Education regarding such efforts. Together this personnel will be responsible for coordinating and monitoring bilingual matertals procurement and development and will assure the ---aevelopment, acquisition and use of culturally and linguistically appropriate instructional materials which positively reflect Lowell's multi-cultural characteristics. All such materials shall avoid negative stereotypes of members of any ethnic or racial group·. The personnel will report to the Supervisor of Transitionfll Bilingual Education regarding this issue on a regular basis. Page 8 (Voluntruy Compliance Plan) -- October 28, 1988 �Task 4.4 Each school Administrative staff will ensure that all necessary services for linguistic minortty students in their school be provided. Task 4.5 Each new position in the Bilingual program's administrative structure shall be filled within three months of this Plan's adoption pursuant to the overall recruitment and hirtng guidelines set forth in the Plan. In the case of bilingual program administrator positions, the Personnel Selection Advisory Committee shall include at least two parent representatives named by the Master Parents Advisory Council. In the case of school-based administrative positions in schools having bilingual programs, the Personnel Selection Advisory Comnµttee shall include at least one parent representative from the language(s) served in the bilingual program(s) of that school. For other central administrator positions effecting all students, the Master PAC shall nominate one representative. The Personnel Selection Advisory Committee shall continue to consist of two teachers, two administrators, two parents, two experts from outside the school system, and one community representative. OVERALL STAFFING CONCERNS OBJECTIVE 5 The overall goal of personnel recruitment, hiring and training in the Lowell Public Schools shall be to obtain a fully qualified and trained professional staff. A determined effort will be made to obtain qualified minority staff personnel and/ or administrators. The Lowell School Department is an equal opportunity employer. A. RECRUITMENT AND HIRING Task 5.1 No local requirements for Wring additional to those imposed by state law shall ----i,e applied for personnel in the bilingual programs by the Lowell Public Schools. Reliance on the National Teachers Examination for bilingual teachers will cease immediately. Bilingual teachers placed in non-permanent status upon hiring because of reliance on the NIE shall be granted permanent status and accorded retroactive seniortty and prospective pay at the permanent Page 9 (Voluntary Compliance Plan) -- October 28. 1988 �employee level so long as recommended by the Superintendent of Schools and they have passed the State Tests, provided that the above does not contravene any collective bargaining agreements. Task 5.2 Where there are two or more equally qualified candidates for a professional position in the bilingual programs, that candidate shall be selected which • contributes the most to assuring the overall staff representativeness described above. Task 5.3 , In hiring multilingual/multicultural or transitional bilingual staff, there shall be a preference for hiring bilingual/bicultural staff fully proficient in the language and cultural background of the linguistic minority groups served by the program at issue. Task 5.4 Bilingual program staff shall be interviewed for the school level by personnel selection committees composed of the Deputy Superintendent for Personnel, Principal and PAC representatives of the linguistic groups to be served (and Master PAC representative in the case of multilingual/multicultural programs). The Deputy Superintendent for Personnel shall supervise such interviews. Task 5.5 Recruitment procedures for linguistic minority personnel shall be developed by the Deputy Superintendent for Personnel in conjunction with the Transitional Bilingual Education Supervisor and Master PAC with maximum participation by linguistic minority parents and community organizations. Such procedures shall assure specific outreach to linguistic minority communities, media, network, and if feasible, to the home countries of linguistic minority students. B. NEEDS ASSESSMENT Task 5.6 Each year, by February 1, the Deputy Superintendent for Personnel in conjunction with the Supervisor of Transitional Bilingual Education Program ~d Master PAC shall undertake a Personnel Needs Assessment of the multilingual/multicultural and transitional bilingual programs, as well as of supportive services programming to determine: a. number of staff available compared to number of staff needed in light of changes in student population served, broken down by each instructional program or supportive service provided, and by school; Page 10 (Voluntruy Compliance Plan) -- October 28, 1988 �b. said staff shall also be classified by certificated or non-certificated status, nature of qualifications, and extent of need for additional training; c. results of this needs assessment will be incorporated into next school year's budget request in terms of specific hirtng objectives, inservice training, in light of projected enrollment estimates which shall be reviewed on a regular basis throughout the summer and school year. This procedures is an on-going process. Task 5.7 Questionnaires and meetings regarding bilingual program implementation, staff needs assessment, and ~aining needs shall be conducted among linguistic minority parents, classroom teachers, and personnel each January and June, as part of overall program evaluation and monitoring. Results of these questionnaires and consultations shall be taken into account and incorporated into the Personnel Needs Assessment and budget request process described above. Task 5.8, Each February prior to the submission of the budget requests for the district's bilingual programs, there shall be a special meeting of the master PAC to review overall program implementation and needs for the following school year. C. TRAINING AND IN-SERVICE Task 5.9 A systematic, carefully planned summer and year-round in-service training program will be developed in conjunction with appropriate institutes of higher education and offered during 1988, 1989, 1990, and 1991 and thereafter as necessary. This program will provide participating personnel with the coursework credit necessary for certification. This program will be planned and conducted in conjunction with the University of Lowell, Middlesex Community College, and other available sources of outside expertise in bilingual education and English as a Second Language instruction. The Lowell Public Schools ----s_hallcontract with appropriate institutes of higher education to provide the supervision necessary to satisfy student teaching and other professional internship requirements under state certification standards. Page 11 (Voluntary Compliance Plan) -- October 28, 1988 �, , Task 5.10 This in-service program shall take into account the annual Personnel Needs Assessment conducted pursuant to this Plan. The program offered shall be open to all school personnel and required for all waivered or grandfathered personnel in bilingual education or ESL. This program shall be offered by the University of Lowell, College of Education, or by other qualified expert higher education personnel. It should have the following minimal components: 1. 2. 3. 4. 5. 6. 7. 8. 9. improvement of teachers' language skills in the appropriate language; knowledge about the cultural backgrounds of those students with limited proficiency in English, and cultural issues related to the appropriate handling of student conduct; instructional methods for meeting the needs of those students with limited proficiency in English; adaptation and utilization of curriculum to meet the needs of those students with limited proficiency in English; assessment of students with limited proficiency in English for purposes of identification and educational diagnosis; methods of working with the parents of students with limited proficiency in English and methods of improving school-community relations; advancement of knowledge about legal requirements concerning Bilingual/English as a Second Language education; theory and practice of transitional bilingual and multilingual/ multicultural education; whole language approaches to literacy. Task 5.11 The only teachers who may be exempted from the above-described training program are those who by the beginning of the 1988-89 school year submit evidence of a plan to otherwise obtain the course work credit necessary for certification in their area by 1991-92. Substantial weight shall be given to demonstrable experience and competence as the equivalent to academic study requirements in developing systemwide and individual training programs and the measurement of significant progress towards their completion. Failure to make appropriate progress towards completion of either the in- . "Se!Vice training program or an individual plan shall result in termination from employment, absent a showing of good cause. Page 12 (Voluntary Compliance Plan) -- October 28, 1988 �Task 5.12 This in-service program shall be conducted for the number of days and hours per day necessary to provide the basis for certiflability by participants by 199192. The Lowell Public Schools will request extension of the current waivered status of teachers in the bilingual program pending completion of this inservice program as soon as is possible. Task 5.13 The Lowell School Department will be conducting nine in-service, citywide staff development workshops durtng the 1988-89 school year. Six of the nine will be at the school level and addressing the needs assessment of each_ individual school. The remaining three will be addressing systemwide concerns. It is anticipated that staff development will be conducted annually. Individual school plans for such training shall be submitted in advance to the Professional Development committee and Deputy Superintendent for Personnel who shall ensure that they are properly coordinated with overall systemic efforts. Task 5.14 The Deputy Supertntendent for Personnel shall plan and ensure the delivery of coordinated training to system administrators and prtncipals regarding linguistic minority issues. PARENTAL INVOLVEMENT OBJECTIVE 6 To assure effective linguistic minority parental, student, and community involvement in providing support to, and in decision-making, regarding linguistic minority services and concerns. Task 6.1 Full compliance with Federal and State requirements governing parental involvement in linguistic minority programming; support and funding of Parent Advisory Councils (PACs) as currently provided; involvement of other ~mmuni_ty organizations such as mutual assistance associations; and understandable communication in native-language with these parents, Advisory Councils, and community organizations. Page 13 (Voluntary Compliance Plan) -- October 28, 1988 �Task 6.2 All School Department communications to linguistic minority parents from those groups to which Bilingual services are provided shall be in English and in native language by way of written translations and/ or oral interpretation. For linguistic minority parents of mainstream students, there shall be a good faith effort to provide such translation into languages in which Bilingual services are provided. Task 6.3 At all School Committee meetings attended by non-English proficient linguistic minority parents, there shall be provided the necessary translation and interpretation services by establishing a pool of voluntary translators, without compensation, to insure maximum effective participation by speakers of languages in which services are provided by the Lowell Public Schools. The Master PAC shall make arrangements to provide the above. ACCESS TO EQUAL FACILITIES AND TECHNOLOGY OBJECTIVE 7 Linguistic minority students are entitled to be placed in facilities equal in quality to those utilized for monolingual students, and shall at no time be segregated in separate, unequal facilities. Facilities utilized for linguistic minority educational programming shall be adequately sound-proofed and otherwise appropriate for instruction. No hallways or portions of hallways shall be used for providing services to such students. Each bilingual class up to the maximum student-teacher ratio permitted by State law shall be housed in a separate classroom. No two bilingual or ESL classes shall simultaneously share a single classroom, although team-teaching is permissible when appropriate. Task 7.1 The Project Director, Supervisor of Transitional Bilingual Education and "Master PAC will regularly monitor program implementation to assure compliance with the above-described objective. Page 14 (Voluntary Compliance Plan) -- October 28, 1988 �-----1-- Task 7.2 The Assistant Superintendent for Cuniculum and Instruction Services, Supervisor of Transitional Bilingual Education Programs and Master PAC shall also monitor to ensure that linguistic minority ~tudents have equal access to computer-assisted instruction in both English and their native language as appropriate and as needed. Such instruction shall not be limited to remedial purposes, but rather should reflect whole language and other pedagogical approaches. This shall include positive efforts to develop, adapt. and procure necessary software and additional hardware. Existing computers and softw~e shall be equally distributed throughout the school system. Transitional bilingual and multilingual/multicultural programs shall have a fair share of such technological resources throughout the School System. PROGRAM LOCATION OBJECTIVES Programs serving linguistic minority students shall be placed in locations chosen as a result of planning by the Superintendent of Schools, the Project Director and the Transitional Bilingual Education Supervisor. Task 8.1 Locations shall be chosen which assure: a) compliance .with desegregation requirements; b) maximum access for effective parental involvement, ..and c) implementation of system's overall equal educational opportunity objectives. Task 8.2 Location of all classes must be approved by the Lowell School Committee IDENTIFICATION OF STUDENTS TO BE SERVED OBJECTIVE9 All students of linguistic minority origin with limited English proficiency entitled to native language instruction under Federal and State law and ~ulations shall be promptly and appropriately identified and served. Page 15 (Voluntary Compliance Plan) -- October 28, 1988 �--, Task 9.1 No student entitled to such se:rvices shall be placed on "waiting lists" nor in any other manner deprived of their right to appropriate se:rvices. Task 9.2 All students entitled to services shall be identified as in need of services upon registration through centralized enrollment at the Parent Information Center by trained staff proficient in their home language, as well as by means of the Home Language Swvey required by State law. This staff shall fully inform each such students' parents of their right to appropriate services and shall refer them in contact with the bilingual program liaison or other bilingual personnel. Task 9.3 Students in need of appropriate language services shall be tested for their English proficiency upon registration and thereafter. placement by appropriately trained staff, on valid measures. Native language proficiency will be assessed by classroom teachers within a reasonable time after placement. These measures shall be monitored by the IAU Testing & Assessment Specialist for their appropriateness. Task 9.4 All students in need of approprtate language services shall be tested for academic achievement in their native language within 10 days of placement, by means of valid written and/ or oral measures administered by appropriate trained staff. Task 9.5 Every reasonable effort will be undertaken to promptly fully document the prtor schooling experiences of newcomer students by means of school records as well as evidence of school work in their family's possession. Special efforts will be undertaken to identify the nature of such prior schooling experiences in the case of refugee children and of children from Puerto Rico. In the latter instance, requests for records and other appropriate information will be \7igorously pursued through the island's Department of Public Instruction, and by means of available computer communication and information networks. Page 16 (Voluntary Compliance Plan) -- October 28. 1988 �Task 9.6 The nature of p'rior schooling will be taken into account in assigning newcomer students to appropriate programming, and in providing additional supportive services as necessary. EXIST AND POST-EXIT MONITORING OBJECTIVE l 0 No student shall be exited from the transitional bilingual program until a Bilingual Pupil Study Team has been convened with appropriate notlftcation to and opportunity to attend by the child's parent and/ or representative. These Teams' proceedings shall be fully documented, signed by all those present, and placed on file in the Bilingual office. The testing results and recommend_ations are placed in each student's cumulative folder. In all cases, 603 CMR 1405, paragraph 3, shall prevail. Task 10.l Exiting from the program shall be overseen by the I.AUTesting & Assessment Specialist, based on multiple criteria to be discussed at the Bilingual pupil Study Team meetings. These criteria include valid measurements of: a) English and native language proficiency and academic achievement; b) recommendations by teachers, guidance counselor, and Chapter I staff, as needed; and c) parental input. Students readiness for exiting pursuant to these criteria shall be reviewed on at least an annual basis. Specific criteria shall be reviewed and modified as appropriate by Transitional Bilingual Education Supervisor and IAU Testing & Assessment Specialist on a regular basis. Task 10.2 Data regarding each student exited or partially integrated from the bilingual program each year shall be compiled and reported to the_Project Director by the Transitional Bilingual Education Supervisor in January and June of each year. Task 10.3 --sach student exited from the bilingual program is entitled to the controlled choice process under the Voluntary D~egregation Plan, either to be assigned to a school where he/ she had been receiving Transitional Bilingual Education services as described in the Voluntary Desegregation Plan as amended, or another school of their choice. Page 17 (Voluntary Compliance Plan) -- October 28, 1988 �Task 10.4 Exited bilingual program students will receive follow-up tutorial and other supportive services such as Chapter I and/ or remedial reading, if needed. Task 10.5 No transitional bilingual program student shall be held back or placed in lower grade or the same grade upon exiting or lateral mainstream without convening of a Bilingual Pupil Study Team with the opportunity for parental participation, at which basis for such recommendation is fully presented. If the parent disagrees with the decision of the Bilingual Pupil Study Team, they have the right to appeal to the Superintendent for review ofthe decision. Task 10.6 Bilingual Pupil Study Teams·shall be convened for exited students experiencing difficulty in the mainstream. Such monitoring teams shall be convened at minimum within one year of initial exiting. Parents shall be given the opportunity to participate in these meetings. The IAU Testing & Assessment Specialist monitors the progress of all exited students. Task 10.7 Comprehensive standards for integration of students shall be developed together with appropriate transitional programming by Principals and the Bilingual Education Supervisor. These standards and programrecommendations shall be implemented beginning with the 1988-1989 school year. DROP-OUT PREVENTION AND RECOVERY SERVICES O&JECTIVE 11 Each linguistic miJ?.ority student has the right to be identified as in need of drop-out prevention services where the student exhibits a pattern of a) excessive absences; b) consistent under-achievement in native language and/ or English: and c) identification as "at risk" for grade retention and other reasons by teacher, parent, self, or other staff referral. Task 11.l ~ch school serving linguistic minority students shall develop effective plans to provide students identified as "at risk" with linguistically and culturally appropriate regular and alternative instructional and supportive services to encourage continuing attendance in school. Page 18 (Voluntary Compliance Plan) -- October 28, 1988 �Task 11.2 In compliance with 11.1 above, each individual preventive instructional and supportive services plan shall be developed with parental and student (if age 12 or above) participation, as well as representation from among the student's teachers, and other staff involved (guidance, bilingual, special,compensatory, and vocational education, as approprtate). GRADES 9-12 Task 11.3 At Lowell High School, Bilingual Guidance Staff and other support staff such as MICAS and SPED provide counseling services to linguistic minority students at grades 9-12. ELEMENTARY K-8 GRADES Task 11.4 School Administrators will continue to seek drop-out preventative measures for all at risk students in their school. Native speaking liaison staff from the Transitional Bilingual Education office continuously are called upon to assist at the K-8 school. Task 11.5 During the 1988-1989 school year, all School Department Staff (Administrative, teaching, paraprofessional} will participate in nine staff development workshops. The Deputy Superintendent for Personnel is responsible for assuring that new personnel receives the necessary inf onnation prior to assignment. Task 11.6 Every student who has left school prior to graduation for any reason other I than departure from Lowell, since the 1986-87 school year, shall be identified within 14 days of the adoption of this Plan by the Guidance Department, and shall be contacted personally and appointments scheduled to review their status. The entire staff, including the Bilingual Liaison staff, will be utilized by the Guidance Department to personally communicate with_ these students. ~e Citywide Director of Guidance will be responsible to cany out this task. A list of students identified and then of those contacted (indicating by whom, how, and when), broken down by group and last school of attendance, shall be compiled and submitted to the Superintendent's Office. This list shall indicate which students are willing to return to school. Page 19 (Voluntary Compliance Plan) -- October 28, 1988 �Task 11. 7 The Citywide Director of Guidance will notify the various organizations, agencies and media of the above mentioned initiation. Task 11.8 Each student contacted pursuant to the above-described task shall be encouraged to return to school. Those interested in returning to school shall participate in the development of an effective learning plan to continue their schooling. They shall be entitled to equal access to all educational programs provided by the Lowell Public Schools and to specially funded and designed programs as necessary suited to their needs. Guidance or other personnel shall coordinate the development of their effective learning plans. These plans shall be reported to the Assistant Supertntendent for Curriculum and Instruction. CHAPTER I OBJECTIVE 12 Linguistic minority students shall have equal access to Chapter I and other compensatory education services. Task 12.1 Instructional Services in Chapter I Reading and Mathematics will be provided in English and the native language. Task 12.2 Through uniform criteria, children are selected for participation on the basis of educational deprivation, not on the basis of English speaking proficiency alone. The referral/ selection process ranks students according to greatest need. A system-wide rank order eligibility list identifies students in greatest need. Students in greatest need will receive instructional services in English as a Second Language, Reading and Mathematics. Reading and mathematics instruction will be provided in English and the native language. Task 12.3 The Assistant Superintendent for Curriculum and Instructional Services, the ----S.Upervisor of Transitional Bilingual Education and the Master PAC shall monitor the equal provision of remedial services to linguistic ~inority students on a regular basis. Page 20 (Voluntary Compliance Plan) -- October 28, 1988 �Task 12.4 1\vo full-time Parent Liaisons have been added for the 1988-89 school year to work under the Parent Coordinator. These positions will employ a native Khmer or Hispanic speaking person. BILINGUAL EARLY CHILDHOOD EDUCATION O&JECTIVE 13 Each newly constructed or renovated school site shall attempt to provide bilingual early childhood educational programming. Task 13.1 The Assistant Superintendent for Curriculum & Instruction Services, Supervisor of Transitional Bilingual Education and the Early Childhood Director shall coordinate the planning of bilingual early childhood programming. SPECIAL EDUCATION OBJECTIVE 14 The Lowell Public Schools shall ensure that adequate and appropriate bilingual special education services are provided to students of limited English proficiency who require special education. No student whose primary or home language is other than English shall be placed in a special education program until appropriate assessments of linguistic proficiency and academic achievement are completed. (The administration of such tests shall not delay placement in bilingual special education programs nor in any way extend the time for completing a special education evaluation under the Chapter 766 Regulations.) All students who are eligible for enrollment in a bilingual program who are also found to be in need of special education services shall be provided with bilingual special education. Task 14.1 All psychological testing and evaluation of students whose primary or home --i-anguage is other than English shall be conducted by persons who are fluent in both languages, or at minimum proficient in the cultural background of the student tested. Page 21 (Voluntary Compliance Plan) -- October 28. 1988 �Task 14.2 All psychological testing and evaluation of students who are eligible for enrollment in the bilingual program shall be conducted in their own language. Caseloads for bilingual psychologists shall not exceed the ratios for those of non-bilingual psychologists, and whenever it is determined on this or any other reasonable basis that a bilingual psychologist's workload. is excessive, additional bilingual personnel shall be hired or contracted for immediately as necessary. Priority in the provision of psychological services shall be on linguistic and cultural background related to that of the students to be sei:ved, and professional experience and training regardless of citizenship. Task 14.3 Special Education evaluations shall be completed within thirty school days of the date when parental consent for an evaluation is received. A request for parental consent shall be sent to a student's parents in the primary or home language within five days of a referral for an evaluation (as provided in Section 317 or the Chapter 766 Regulations). A written request by a parent for special education services or a special education evaluation shall constitute parental consent to proceed with an evaluation. Task14.4 Bilingual personnel (teacher, counselor and/ or administrator) shall participate as a member of the evaluation team for each child whose primary or home language is other than English at each stage of the special education process (including the pre-referral, referral, assessment, placement, and periodic review stages). Task 14.5 The Lowell Public Schools shall hire and train at least one full time Cambodian; one full time Hispanic, and one part time Laotian bilingual community liaison interpreter in special education. These persons shall work in the area of bilingual special education, and shall provide assistance to the bilingual evaluation team chairpersons and parents. ~ least one Cambodian and one Hispanic clerk shall be hired to work out of the central special education office on a full time basis. These community liaisons and other central office supportive services .personnel will be appropriately trained in special education assessment, evaluation, placement, compliance, and community outreach issues upon hiring. Page 22 (Voluntary Compllance Plan) -- October 28, 1988 �Task 14.6 The Lowell Public Schools shall employ sufficient bilingual special education teachers to ensure that appropriate bilingual special education services are provided to students of limited English proficiency in need of special education. This number shall be determined by the Administrator of Special Education, and once fixed, said staff will be recruited and hired as soon as possible, and in no case later than the beginning of the 1988-1989 school year. Task 14.7 The Lowell Public Schools shall employ sufficient bilingual certified speech pathologists to ensure that appropriate bilingual speech and language services are provided to students of limited English proficiency in need of such services. The Lowell Public Schools shall employ at least two bilingual certified speech pathologists, one for the Southeast Asian component and one for the Hispanic component, unless maximum feasible efforts to recruit and employ such personnel are unsuccessful. Task 14.8 The Lowell Public Schools shall employ bilingual special education personnel to provide or assist in the provision of bilingual special education services to children of limited English Proficiency who are vision impaired or hearing impaired, or in need of adaptive physical education, occupational or physical therapy, .if determined necessary by the Administrator of SPED. Preference in the hiring of all such staff shall be on behalf of those with the necessary linguistic and cultural background, and representatives of each linguistic PAC shall participate in the interviewing of staff intended to serve students of their linguistic background. Task 14.9 The Lowell Public Schools shall provide special education services to linguistic minority students in a manner that does not result in disproportionate underenrollment or over-enrollment of linguistic minority students in individual special education prototypes. ~k14.10 The Lowell Public Schools shall ensure that linguistic minority students of limited English proficiency are not misclassified for special education purposes due to a language barrier. Compliance with the above-described specific tasks to assure linguistically and Page ·23 (Voluntruy Compliance Plan) -- October 28, 1988 �culturally appropriate equal educational opportunities to linguistic minority children shall be regularly monitored by the Administrator of Special Education. VOCATIONAL EDUCATION OBJECTIVE 15 The Lowell Public Schools shall ensure that all linguistic minority students are provided with equal access to all vocational and occupational courses and programs offered by or through the Lowell Public Schools. The Lowell Public Schools shall ensure the availability of adequate bilingual staff, including both teachers and counselors, as well as the availability of necessaxy resources in order to fulfill this obligation. Compliance with the above-described task shall be monitored by the Citywide Director of Guidance on a regular basis. DISCIPLINE OBJECTIVE 16 The Lowell Public Schools shall take all necessary action to ensure that all disciplinary sanctions are applied in a manner which does not discriminate against students on the basis of race, national origin or native language, and shall take all necessary action to eliminate forthwith any racial disparities in suspension rates. No linguistic minority students shall be subjected to any form of disciplinary action or reprimand for expressing themselves in their native language. Task 16.1 The Lowell Public Schools shall provide for a bilingual administrator, teacher, and/ or counselor to be present when any student of limited English proficiency is confronted regarding any disciplinary issue. Task 16.2 A]J notices sent to parents for groups in which Bilingual services are provided regarding disciplinary matte,rs shall be in the primary language of the home. --4!1notices sent to these linguistic minority parents pursuant to this provision shall include the name, title and position of the school administrator or counselor who is available to discuss the matter further with the parent. A native speaking translator shall be available to discuss the disciplinary matter with the parents. Page 24 (Voluntary Compliance Plan) -- October 28-, 1988 �Task 16.3 1 The Lowell Public Schools shall maintain and compile information regarding all disciplinary action resulting in a suspension. Upon request, the principal of each school shall provide the following information to the Superintendent regarding each suspension: 1. date of disciplinary action 2. length of suspension 3. cause .of suspension 4. age, race and sex of student 5. primary or home language of student 6. whether student is enrolled in bilingual or ESL classes Only the Lowell School Committee can expel a student. 2 Task 16.4 All student disciplinary rules and codes (whether system-wide or promulgated by individual schools) shall be published in both English and the home language and copies shall be issued to students. Task 16.5 3 The. Lowell Public Schools shall use maximum feasible efforts to ensure that students and parents can utilize the procedures for appealing disciplinary actions. These actions shall include, but not be limited to the following: 1. Distrtbute copies of pamphlets describing procedures to each student. in English and in the primary language of the home at the beginning of each semester; 2. Describe the appeal procedure to students over the public address system in each school at least once each semester; 3. Provide a copy of the pamphlet describing the procedures, to the parent of each student who is suspended or expelled on the day that the suspension or expulsion first occurs. ' For further update on requireddisciplinaryprovisionsand proceduressee the EducationRefonn Act of 1993 and the resulting court decisionsand policies. 2 For further update on requireddisciplinaryprovisionsand proceduressee the EducationReformAct of 1993 and the resulting court decisionsand policies.• 3 For further update on requireddisciplinaryprovisions and proceduressee the EducationRefonn Act of 1993 and the resulting court decisionsand policies. • Page 25 (Voluntary Compliance Plan) -- October 28,.1988 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Equal Education in Lowell Research Files, 1970-1990 Date A point or period of time associated with an event in the lifecycle of the resource 1970-1990 Description An account of the resource These research files were collected while writing the paper titled <a href="https://scholarworks.umb.edu/iaas_pubs/53/">"The History Matters: Fighting for Equal Education in Lowell, Massachusetts, 1970-1990"</a>, published by the Institute for Asian American Studies at the University of Massachusetts Boston.<br /><br />The supplemental materials provided in this collection cover the story of how Southeast Asian and Latino parents in Lowell confronted the Lowell School Committee in the late 1970s and 1980s, demanding that schools be desegregated and that their children have equal education opportunities.<br /><br />Some items are restricted from online publication due to copyright law. Researchers can access these materials upon request. Creator An entity primarily responsible for making the resource Forrant, Bob Khoeun, Chandaranee Khuon, Chrisna Source A related resource from which the described resource is derived Born digital collection preserved at the Center for Lowell History. Donated by Bob Forrant in May 2025. Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). No Copyright - United States: This item is believed to be a part of the Public Domain under the laws of the United States. Language A language of the resource English Spanish Subject The topic of the resource Public schools School facilities Immigrant students Racism in education Educational equalization Education, bilingual Latin American students Hispanic American high school students South Asian American students Legal briefs Racism against Asians Veterans Public housing Gentrification Immigrants--Housing Education, bilingual School boards School integration Racism against Hispanic Americans Puerto Ricans--United States City council members Social work with immigrants Cambodian Americans Lawyers Format The file format, physical medium, or dimensions of the resource PDF m4a Type The nature or genre of the resource Text Audio Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell (Mass.) Revere (Mass.) Cambridge (Mass.) Contributor An entity responsible for making contributions to the resource Yem, Paul Ratha Perez, Camilo Kiang, Peter Higgins, Jim Gargiulo, Chales Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Voluntary Compliance Plan, Lowell Public Schools Date A point or period of time associated with an event in the lifecycle of the resource 1988-11-09 Description An account of the resource Pursuant to Title VI of the Civil Rights Act of 1964. Approved by the Lowell School Committee. Subject The topic of the resource Public schools Racism in education Educational equalization Education, bilingual Publisher An entity responsible for making the resource available Lowell Public Schools Rights Information about rights held in and over the resource No Copyright - Non-Commercial Use Only: This Work has been digitized in a public-private partnership. As part of this partnership, the partners have agreed to limit commercial uses of this digital representation of the Work by third parties. You can, without permission, copy, modify, distribute, display, or perform the Item, for non-commercial uses. For any other permissible uses, please review the terms and conditions of the organization that has made the Item available. Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell (Mass.) https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/302cfd1727d44c1a0729d1e6dfc5ad42.pdf?Expires=1785369600&Signature=peiQLYpfCEPLHECX6xdvTVYXf7n%7EojYUC1bXA-ddVJt-WbKi0oZnAckTi4C1pA6zuq0XHMeDO313r5jKLnKlLNP1zq-BqLFGYV7s0GbegnfbDuISxN0a-mmCJG1mFvXBktYY9bsAyPLBpj-O7jlKOMxUh1mkdxJgMuPi9aR1M0c83X88hlKm6lHHJK1S6uW0vkRnWvzqNnAR77YfTQIFZjyeS0lyN%7Eq%7EmA6bWtmTd9NQP29w%7EDYu8NvM3uzj9G-lAKnlUGQ0O2obFeUwwAiqGugKvOSb%7E5QgRCwcRccdfY2cqeiQsGrf2U9kd5%7EwmFbDywKlikokUgCLmdVcvo0DLQ__&Key-Pair-Id=K6UGZS9ZTDSZM 63f44913ddf10b6c02aaa5a99d19e359 PDF Text Text Analysis of the Lowell Public Schools Hispanic-Latino/a/x/e Experience Report CPE 2205 Jill Hendrickson Lohmeier, Ph.D. Teresa I. Gonzales, Ph.D. Shanna R. Thompson, Ed.D. Submitted to: Latifah Phillips Lowell Public Schools October 25, 2022 Acknowledgements. Thanks to the following Center for Program Evaluation students who helped with this report: Eisha Haroon, Essowelda Tewoutchoyo, Golnar Fotouhi, Haad Naeem, Holly DeAngelis, Joanna Miller, Maddalana Emond, Siffat Sharmin, Xiaoye Yang, and Zachary Katimy. 1 �Table of Contents Executive Summary ........................................................................................................................ 3 1. Lowell Public Schools ................................................................................................................ 7 2. Evaluation Objectives, Responsibilities, and Methods ............................................................. 11 2.1 Evaluation Period and Objectives ....................................................................................... 11 2.2 Structure of Evaluation Responsibilities ............................................................................. 11 2.3 Evaluation Methods............................................................................................................. 11 3. Secondary Data Analysis Results ............................................................................................. 14 4. LPS Stakeholders’ Perspectives: Focus Group Results ............................................................ 37 4.1 Hispanic-Latino/a/x/e Employee Focus Group Results ...................................................... 37 4.2 Hispanic-Latino/a/x/e Parent Focus Group Results ............................................................ 41 4.3 Hispanic-Latino/a/x/e Student Focus Group Results .......................................................... 44 5. Limitations ................................................................................................................................ 50 6. Conclusions ............................................................................................................................... 50 7. Recommendations ..................................................................................................................... 51 References ..................................................................................................................................... 52 Appendices.................................................................................................................................... 53 Appendix A ................................................................................................................................ 54 Appendix B ................................................................................................................................ 58 Appendix C ................................................................................................................................ 62 Appendix D ................................................................................................................................ 66 2 �Executive Summary The Center for Program Evaluation was contracted by Lowell Public Schools (LPS) and Fortaleza Inc to conduct an analysis of the Hispanic-Latino/a/x/e students in this school district. To provide a complete picture of the students’ experience, this report, along with several supplemental documents, compiles both quantitative and qualitative data and concludes with an assessment of the students’ experience, followed by recommendations for potential improvements. Highlighted Evaluation Findings • The total student population in LPS has decreased by 3.1% from 2017 to 2022, while the Hispanic-Latino/a/x/e student population increased by 14.5% and the HispanicLatino/a/x/e staff increased by 38.2% during the same period. The Henry J. Robinson Middle School, the Charlotte M. Murkland Elementary School, and the Moody Elementary School had the largest increases in Hispanic-Latino/a/x/e students from 20172022, while the Laura Lee Therapeutic Day School had the largest decrease in HispanicLatino/a/x/e students for that same period. • During the 2021-2022 school year, the percentage of Hispanic-Latino/a/x/e students in each school ranged from 16.3% to 59% with a district average of 37.7%, which is higher than the state average for this group (23.1%). Six schools had 50% or more students who identify as Hispanic-Latino/a/x/e: LeBlanc Therapeutic Day School (59%), Henry J. Robinson Middle School (55%), Moody Elementary School (52%), Joseph McAvinnue Elementary School (50%), S. Christa McAuliffe Elementary School (50%), and Greenhalge Elementary School (50%). • A majority of LPS staff identified as White (85%) in 2021-2022, while only 7% of LPS staff identified as Hispanic-Latino/a/x/e; nevertheless, this amount is slightly more than the state’s average (5.4%). Six schools have more than 10% of their staff identifying as Hispanic-Latino/a/x/e: S Christa McAuliffe Elementary School (12.1%), Joseph McAvinnue Elementary School (13.7%), Henry J. Robinson Middle School (12.4%), Laura Lee Therapeutic Day School (18.9%), LeBlanc Therapeutic Day School (15.7%), and Peter W. Reilly Elementary School (11.2%). • Approximately 48% of the ELs in LPS identify as Hispanic-Latino/a/x/e, which is lower than the state average (63.4%). The most common language for ELs is Spanish (38.7%). The ELs come from 53 different countries with the most common country being the United States and the second most common country being Brazil (15%). The Moody Elementary School (53.5%) had the most ELs in 2021-2022. • Eighteen schools (66.7%) had an average class size larger than the state’s average of 16 students during the 2020-2021 school year. During that same year, the district’s average student to teacher ratio (12.8 to 1) was higher than the state average (11.9 to 1). • During 2021-2022, 925 students were disciplined. Of those 925, 52.2% were HispanicLatino/a/x/e students. This ethnicity group was disciplined more in LPS compared to all other race/ethnicity groups. Of the 283 students Lowell High School disciplined in 20212022, 50% were Hispanic-Latino/a/x/e. The Henry J. Robinson Middle School and 3 �• • • • • • • • Kathryn P. Stoklosa Middle School had the next highest number of Hispanic-Latino/a/x/e students being disciplined with more than 50 each. Overall, at the end of the year of the 2021-2022, the district had a fair attendance rate of 89.7%, while Hispanic-Latino/a/x/e students had a slightly lower rate of 87.5%. All but four of the LPS had attendance rates for Hispanic-Latino/a/x/e students in 2021-2022 over 85%. Those four schools were Lowell High School (83.6%), Laura Lee Therapeutic Day School (79.9%), the LeBlanc Therapeutic Day School (68.7%), and Career Academy (61.8%). The retention rate (i.e., repeating a grade rate) for Hispanic-Latino/a/x/e (3.6%) was higher than that of all students in the district (2.8%). The schools with the highest retention rates in LPS during 2021-2022 were the Career Academy (32.6%), Lowell High School (12.9%), and Dr. Janice Adie Day School (8.3%). The attrition rate in 2021-2022 was 11.9% for Hispanic-Latino/a/x/e which is only slightly higher than the rate for all students in the district (11.2%). Three schools had attrition rates that exceed 20% for Hispanic-Latino/a/x/e students, they were: the Charlotte M. Murkland Elementary School (20.1%), Dr. Janice Adie Day School (23.1%), and the Career Academy (23.3%). During the 2021-2022 school year, the four schools with the highest churn rates (i.e., students transferring into or out of the school) in the district were Career Academy (50%), Washington Elementary School (34.2%), Cardinal O'Connell Early Learning Center (33.3%), Bartlett Community Partnership (32.4%), and Lowell High School (30%). The three school with the lowest churn rates in the district during 2021-2022 were Dr. An Wang Middle School (13.7%), James S. Daley Middle School (15%), and LeBlanc Therapeutic Day School (15.4%). The LPS Hispanic-Latino/a/x/e MassCore completion rate (6.8%) was lower than any other subgroup in the entire district. The Grade 9 course passing rate for HispanicLatino/a/x/e students in LPS (31.7%) was lower than the all-students’ rate (46.1%) in 2020-2021. All of the graduation rates (2021 for 4-year, 2020 for 5-year) for Hispanic-Latino/a/x/e students in LPS were lower than the all-students’ rates. The dropout rate for HispanicLatino/a/x/e students in LPS (4.7%) was slightly higher than the all-students’ rate (2.7%) and the special education rate (3.2%), but lower than the ELs’ rate (6%). In terms of advanced course completion, the Hispanic-Latino/a/x/e students have the lowest rate compared to all other race/ethnicity groups. Approximately 34% of the 20202021 Hispanic-Latino/a/x/e graduates attend higher education which was lower than the all-student rate (53.3%). The most common types of higher education the LPS HispanicLatino/a/x/e graduates attend are two-year public institution (45%), MA community colleges (43.3%), and four-year public institution (41.7%). During focus group interviews, Hispanic-Latino/a/x/e employees, parents, and students were forthcoming with their perspectives on what they liked about LPS, how they define academic success, the challenges Hispanics-Latinos/as/xs/es face in the LPS district, and their recommendations for improvement. 4 �o Employees within the district like the increased diversity, the relationships they have, and the Hispanic-Latino/a/x/e culture. Parents like how the district includes families, has good communication, and had students actively learning during the pandemic. Students like how diverse LPS is. They also like having racial/ethnic discussions, having translation supports, and making community connections. o The challenges identified by the focus group participants include bullying and harassment, low expectations, assumptions, stereotypes, micro- and macroaggressions, unfair treatment and inequities, limited opportunities, lack of representation, academic language-related difficulties, language barriers, lack of trust in adults, turnover, stressful transitions, untrained substitute teachers, limited familiarity with the U.S. education system, and external factors. Conclusions LPS experienced a 14.5% increase in Hispanic-Latino/a/x/e student enrollment since the 20172018 school year. The district hired more Hispanic-Latino/a/x/e staff (38.2%) during that same period. The Hispanic-Latino/a/x/e parents noticed that as the number of Spanish speaking staff increased within the district, the inclusion and communication within the schools improved. The district has dedicated teachers who are actively trying to improve the Hispanic-Latino/a/x/e experience. Employees, parents, and students feel the district acknowledges and celebrates the different cultures within LPS. Even so, the district needs to continue improving the HispanicLatino/a/x/e experience within the district by addressing the challenges identified in the focus groups, amending some current practices, and adapting to students’ varying needs and cultural backgrounds. Also, it is important to note bullying was a main topic of discussion and concern for students and parents, but employees discussed it only minimally, which is consistent with the finding that several students said they do not have an adult they feel comfortable talking with at school. Thus, they may not feel comfortable telling adults that bullying is occurring. The following section provides recommendations for continued improvement based upon the work that has already been started in LPS. Recommendations First and foremost, given the number of Hispanic-Latino/a/x/e students within the district, more Hispanic-Latino/a/x/e educators should be hired. LPS might consider “Grow Your Own Model” that has been successful in Illinois and Washington. More details can be found here: https://www.doe.mass.edu/teach/NationalModels.html. To improve the experience of HispanicsLatinos/as/xs/es in LPS, the recommendations from the employees, parents, and students provided earlier in this report and summarized in the bullets below should be considered and incorporated: • Employees recommended establishing a welcoming environment with more representation for Hispanic-Latino/a/x/e students, families, and staff, more academic opportunities and supports, more flexibility, and more consistency. • Parents recommended adding more bilingual adults, more safety trainings, more bullying prevention, more sports and extracurricular programs, more cultural exchanges within the school community, and other recommendations discussed further in the report. • Students recommended increasing Hispanic-Latino/a/x/e representation in faculty and staff, encourage more connections between members of the school community, provide more language-related academic supports, offer more clubs and social opportunities, 5 �improve awareness issues such as bullying, and other recommendations discussed further in the report. In addition, the findings in the Best Practices Report should also be considered and incorporated. They include specific recommendations about how to do each of the following essential elements for building the success of Hispanic-Latino/a/x/e students: • Develop and implement inclusive policies and practices. • Encourage bilingualism and multilingualism. • Connect curricula to students’ cultural backgrounds. • Engage Hispanic-Latino/a/x/e students in classes and have high expectations. • Strengthen communication between schools and Hispanic-Latino/a/x/e families. • Support and understanding familism. • Empower students. • Strengthen relationships between students and school personnel. • Increase community connections and partnerships. • Address racial and ethnic inequalities, discrimination, prejudices, and stereotypes. • Increase resources and supports for students and families. • Increase mental health resources and supports. 6 �Analysis of the Lowell Public Schools Hispanic-Latino/a/x/e Experience The Center for Program Evaluation was hired by Lowell Public Schools (LPS) and Fortaleza, Inc to analyze the Hispanic-Latino/a/x/e experience in LPS to determine existing strengths and potential ways to improve the existing academic environment for Hispanic-Latino/a/x/e students. To provide a complete picture of the Hispanic-Latino/a/x/e experience, various types of data were gathered and analyzed. This report is divided into several key sections with a goal of providing formative feedback to LPS. The first section provides a brief overview of Fortaleza, Inc and LPS. Section 2 provides a description of the evaluation objectives and methods. Section 3 provides the results of our secondary data analysis. Then findings from the qualitative data collected from key stakeholder groups are presented in Section 4. Section 5 provides the limitations of this study. The report concludes with an assessment of the Hispanic-Latino/a/x/e experience within LPS based on all of the data described, followed by recommendations for potential improvements. 1. Lowell Public Schools Lowell Public Schools are located in Lowell, MA, which is a gateway city located 30 miles northwest of Boston. According to the U.S. Census Bureau (2021), 113,994 people live within the city’s 13.58 square miles. According to Granberry and Mattos (2017), Lowell’s largest subgroup of Hispanic-Latino/a/x/e residents is the Puerto Rican community followed by Dominicans, Colombians, Mexicans, and Guatemalans. LPS currently has 27 schools: 10 PreK-4, two PreK-8, one PreK-12, one PreK, two K-4, one K6, one K-8, six 5-8, one 8-12, and two 9-12. The Central Administration for the district is located at 155 Middlesex Street in Downtown Lowell. LPS is currently working with Fortaleza, Inc. Founded in 2017 and incorporated as a non-profit in 2020, Fortaleza Inc is a group of educators, community leaders, and parents advocating for the removal of structural educational inequities and barriers and the elimination of education opportunity gaps for K-12 Latino students in the LPS. During the 2021-2022 school year, the percentage of Hispanic-Latino/a/x/e students during this year in the district ranged from 16.3% to 59% with an average of 37.7%. Six schools had 50% or more students who identify as Hispanic-Latino/a/x/e: LeBlanc Therapeutic Day School (59%), Henry J. Robinson Middle School (55%), Moody Elementary School (52%), Joseph McAvinnue Elementary School (50%), S. Christa McAuliffe Elementary School (50%), and Greenhalge Elementary School (50%). Table 1 lists the 27 schools in LPS by the percentage of HispanicLatino/a/x/e students in 2021-2022. Figure 1 shows where each of the schools are located within the city. Figure 2 provides the LPS organizational chart. 7 �Table 1 Percentage of Hispanic-Latino/a/x/e in Each Lowell Public School in 2021-2022 2021-2022 No. on % of Total Map in Name of School Hispanic- Enrollment Figure 1 Latino/a/x/e 1 59.0% 39 LeBlanc Therapeutic Day School 2 54.6% 635 Henry J. Robinson Middle School 3 51.5% 241 Moody Elementary School 4 50.2% 444 Joseph McAvinnue Elementary School 5 49.9% 479 S. Christa McAuliffe Elementary School 6 49.7% 465 Greenhalge Elementary School 7 47.1% 17 Laura Lee Therapeutic Day School 8 45.7% 865 Rogers STEM Academy School 9 44.9% 644 James Sullivan Middle School 10 44.3% 97 The Career Academy 11 43.0% 453 Charlotte M. Murkland Elementary School 12 41.2% 461 John J. Shaughnessy Elementary School 13 40.5% 84 Cardinal O'Connell Early Learning Center 14 39.5% 453 Pyne Arts School 15 39.2% 665 Dr. An Wang Middle School 16 37.4% 462 Bartlett Community Partnership 17 36.4% 456 Peter W Reilly Elementary 18 36.4% 646 Kathryn P. Stoklosa Middle School 19 34.9% 3,056 Lowell High School 20 34.8% 515 B. F. Butler Middle School 21 32.0% 484 Abraham Lincoln Elementary School 22 30.8% 454 Pawtucketville Memorial Elementary School 23 26.4% 246 Washington Elementary School 24 25.0% 52 Dr. Janice Adie Day School 25 23.7% 456 Dr. Gertrude Bailey Elementary School 26 16.9% 649 James S. Daley Middle School 27 16.3% 473 Charles W. Morey Elementary School Note. Data were obtained from MA DESE (2022) website. 8 Grade Levels 8-12 5-8 K-4 PreK-4 PreK-4 PreK-4 K-6 K-8 5-8 9-12 PreK-4 PreK-4 PreK PreK-8 5-8 PreK-8 K-4 5-8 9-12, SP 5-8 PreK-4 PreK-4 PreK-4 PreK-12 PreK-4 5-8 PreK-4 �Figure 1 Map of Lowell Public Schools Note. Map was adapted from City of Lowell (n.d.) School Zone map. 9 �Figure 2 LPS Organizational Structure 10 �2. Evaluation Objectives, Responsibilities, and Methods The following section provides descriptions of the evaluation objectives and methods. 2.1 Evaluation Period and Objectives This evaluation followed a combination of an asset-based community development approach (Green & Haines, 2015) and an improvement-focused evaluation model (Stufflebeam & Coryn, 2014) in which the primary goal is for the evaluators to determine existing strengths and potential ways to improve the experience and academic performance of Hispanic-Latino/a/x/e students in LPS. 2.2 Structure of Evaluation Responsibilities Jill H. Lohmeier, Ph.D., Associate Professor in the School of Education and Director of the Center for Program Evaluation (CPE), and Teresa I. Gonzales, Assistant Professor of Sociology at UMass Lowell were hired as the external evaluators in 2022. Under the direction of Dr. Lohmeier, the CPE staff assisted with the evaluation. Key evaluation activities included: ● Initial meeting with key LPS district stakeholders and Fortaleza Inc. representatives; ● Recruiting a stakeholder evaluation review panel; ● Conducting a literature review; ● Analyzing relevant LPS-provided secondary data, current strategies, and reports; ● Implementing a district-wide survey; ● Conducting focus groups with Hispanic-Latino/a/x/e students, parents, and employees (e.g., LPS teachers, staff, and administrators); ● Writing up the evaluation results into a final report; and ● Presenting results to LPS key stakeholders and leaders. 2.3 Evaluation Methods The evaluation of the PK-12 Hispanic-Latino/a/x/e student experience at LPS includes both qualitative and quantitative data collection and analyses. The types of data collected include secondary school data (demographic data, attendance, graduation rates, schedules, test scores, etc.), district-wide survey of Hispanic-Latino/a/x/e students, and focus group data (students, parents, employees). The data were analyzed to identify both the strengths and opportunities for improvement within the Hispanic-Latino/a/x/e student experience in the LPS district as well as determine stakeholders’ perspectives, the challenges they are facing, and their recommendations. The methods used for each type of data collected are described below. Stakeholder Review Panel A stakeholder review panel was created at the beginning of the evaluation. Members of the panel included people from Fortaleza, LPS, UMass Lowell, and the Lowell community. The panel helped guide the study by reviewing all of the developed instruments (e.g., survey questions, focus group protocols) and consent forms (e.g., focus group consent forms) as well as the evaluation plan. Secondary School Data School data was gathered from the Massachusetts Department of Elementary and Secondary Education’s (MA DESE) website. Data and documents provided by LPS were also analyzed. 11 �Survey Data The Hispanic-Latino/a/x/e student survey was designed to learn about the Hispanic-Latino/a/x/e student experience at LPS. The survey contained 18 questions: nine Likert scale items about students’ experiences in LPS; four open-ended questions about what their teachers have done and would do to help them do better in school and feel more a part of the school community; and five demographic questions. The survey was offered in both English and Spanish. Participants were entered in a random drawing for a chance to win a pair of Airpods. Unfortunately, the survey was administered by the school district on the last day of the 20212022 school year. Only six students participated. A separate briefing of the survey results was created. The sample size was too small to make any conclusions from the results. The CPE currently has a Community Social Psychology student doing their practicum in the CPE until May 2022. Dr. Thompson has offered to have this student analyze survey data if the school would like to try administering the instrument again during the 2022-2023 school year. Focus Groups Six focus groups were conducted during June - August 2022. The length of the focus groups ranged from approximately 53 to 107 minutes. A total of 31 Hispanics-Latinos/as/xs/es (21 females, 10 males) participated. Overall, as a group combined, the focus group participants had experience and familiarity with more than 50% of the LPS schools. All focus groups were recorded verbatim, transcribed by CPE staff and translators, and then thematically analyzed. It is important to note a Spanish speaking CPE staff member assisted with facilitating all of the focus groups except the Employee Focus Group on June 23, 2022, and the High School Focus Group on August 17, 2022. This staff member along with Dr. Gonzales also assisted with the transcription and translation of the Spanish components of the recordings. They also helped translate the focus group consent and assent forms as well as other related materials. Copies of the focus group protocols are provided in Appendices A-C. Table 2 provides a summary of the focus group details while Table 3 provides a breakdown of how the participants identify themselves. The participants shared a wide range of terms they use to identify themselves. However, the identity cited the most was Hispanic. 12 �Table 2 Focus Group Details Focus Group Date Location Language Number of Participants Length Employees 06/23/2022 Zoom English 8 (8 F) 107 minutes Parents 06/15/2022 155 Middlesex Street Spanish 7 (6 F, 1 M) 90 Minutes Elementary School Students 06/14/2022 Boys and Girls Club English & Spanish 6 (1 F, 5 M) 72 minutes Middle School Students 06/8/2022 Boys and Girls Club English 4 (1 F, 3 M) 53 Minutes High School Students 06/17/2022 155 Middlesex Street English 2 (1 F, 1 M) 103 Minutes High School Students 08/17/2022 27 Loring Street English 4 (4 F) 94 Minutes Table 3 How the Focus Group Participants Identify Themselves Ethnicities Students Parents American 1 Hispanic 3 6 Hispanic/Puerto Rican 3 Honduran/Latino 1 Latina Latina/Hispanic Latina/Hispanic/Latinx Latino 3 1 Latinx Puerto Rican 5 Totals 16 7 13 Employees 1 6 1 8 Totals 1 9 3 1 1 6 1 4 5 31 �3. Secondary Data Analysis Results This section presents the findings from the secondary data analyses of data provided by the LPS and the MA DESE website. Gender A majority of the LPS teachers during the 2021-2022 school year were female (80.7%). During the 2021-2022 school year, LPS had a total student enrollment of 13,991. The gender breakdown for students is 52% male and 48% female. The Laura Lee Therapeutic Day School (91%) and Dr. Janice Adie Day School (80%) both have high male student populations. Race/Ethnicity In terms of race/ethnicity, a majority of LPS staff identified as White (85%) in 2021-2022, while the largest race/ethnicity of students was Hispanic-Latino/a/x/e (37.7%) which is higher than the state average for this group (23.1%). Approximately 7% of LPS staff in 2021-2022 identified as Hispanic-Latino/a/x/e which is larger than the state’s average (5.4%). Six schools have more than 10% of their staff identifying as Hispanic-Latino/a/x/e: S Christa McAuliffe Elementary School (12.1%), Joseph McAvinnue Elementary School (13.7%), Henry J. Robinson Middle School (12.4%), Laura Lee Therapeutic Day School (18.9%), LeBlanc Therapeutic Day School (15.7%), and Peter W. Reilly Elementary School (11.2%). See Table 4 for further details about LPS student and staff demographics. Moreover, the total student population decreased by 3.1% from 2017 to 2022, whereas the Hispanic-Latino/a/x/e student population increased by 14.5% and the Hispanic-Latino/a/x/e staff increased by 38.2% during the same period. Figure 3 provides the last five years of student enrollment in LPS broken down by race/ethnicity. From 2017-2022, 18 of the 27 schools experienced an increase in students who identify as Hispanic-Latino/a/x/e. It is important to note, the Cardinal O'Connell Early Learning Center was missing data for the 2017-2018 so we were unable to determine whether they had an increase or decrease. The Henry J. Robinson Middle School, the Charlotte M. Murkland Elementary School, and the Moody Elementary School had the largest increases in Hispanic-Latino/a/x/e students from 2017-2022. During the 2021-2022 school year, the Cardinal O'Connell Early Learning Center, the Moody Elementary School, the LeBlanc Therapeutic Day School, and the Henry J. Robinson Middle School had the largest increases in Hispanic-Latino/a/x/e students. The Laura Lee Therapeutic Day School had the largest decrease in Hispanic-Latino/a/x/e students from 2017-2022 and for the 2021-2022 school year. The figures in Appendix D depict the changes in enrollment broken down by race/ethnicity in all of the LPS schools from 2017-2022. Table 5 breaks down the race of each type of employed educator in LPS. Over the last three years, all five types of employed educators (i.e., administrator, teacher, paraprofessional, others) had less than 12% identifying as Hispanic-Latino/a/x/e. Also, LPS Hispanic-Latino/a/x/e administrators and teachers have both slightly increased in percentage. 14 �Table 4 2021-2022 Percentage of Race and Gender of Students (n=13,991) and Staff (FTE=2,126.5) in LPS Race Gender MultiRace, NonHispanic Males Females NonBinary 0.2% 5.2% 50.2% 49.8% - - - - 5.4% 94.6% - 12.1% 0.2% - 3.2% 47.6% 52.4% - 7.8% 84.5% 1.1% - - 17.1% 82.9% - 31.7% 34.8% 21.6% - - 5.2% 49.9% 50.1% - 6.7% 3% 1.5% 87.4% - - 1.5% 26.3% 73.7% - 84 11.9% 23.8% 40.5% 16.7% 1.2% - 6% 64.3% 36.9% - Staff 35 - 12.9% 7.1% 80% - - - - 100% - Charles W. Morey Elementary School Students 473 4.2% 59.4% 16.3% 15% - - 5.1% 49.5% 50.5% - Staff 70.4 - 5.7% 5.7% 88.6% - - - 5.7% 94.3% - Charlotte M. Murkland Elementary School Students 453 7.3% 30.5% 43% 16.1% 0.2% - 2.9% 51.9% 48.1% - Staff 68.3 - 9.5% 4.4% 86.1% - - - 13.9% 86.1% - Dr. An Wang Middle School Students 665 9.8% 18.2% 39.2% 27.2% - - 5.6% 50.8% 49.2% - Staff 73.7 - 2.7% 2.7% 94.6% - - - 16.3% 83.9% - Dr. Gertrude Bailey Elementary School Students 456 4.4% 42.5% 23.7% 24.3% - - 5% 51.5% 48.5% - Staff 69.2 0.7% 2.9% - 96.4% - - - 2.9% 97.1% - Dr. Janice Adie Day School Students 52 15.4% 15.4% 25% 36.5% 1.9% - 5.8% 76.9% 23.1% - Staff 50.6 2% 7.9% 7.9% 82.2% - - - 25.7% 74.3% - Students 465 12.9% 12.3% 49.7% 21.5% - - 3.7% 52.7% 47.4% - Staff 80.4 3.1% 4.4% 3.7% 86.3% 1.2% - 1.2% 3.7% 96.3% - School Student/ Staff Native Native Hawaiian, American Pacific Islander n African American Asian Hispanic White Students 484 4.1% 46.9% 32% 11.4% 0.2% Staff 64.3 1.6% 7.8% 3.1% 87.6% Bartlett Community Partnership Students 462 8.9% 38.1% 37.4% Staff 90.1 1.1% 5.5% B. F. Butler Middle School Students 515 6.8% Staff 67.3 Cardinal O'Connell Early Learning Center Students Abraham Lincoln Elementary School Greenhalge Elementary School 15 �Henry J. Robinson Middle School Students 635 7.2% 11.3% 54.6% 24.6% - - 2.2% 47.9% 52.1% - Staff 80.6 3.7% 6.8% 12.4% 75.8% - - 1.2% 24.8% 75.2% - James S. Daley Middle School Students 649 4.5% 49.3% 16.9% 23.9% - - 5.4% 54.1% 45.9% - Staff 86.4 2.3% 6.9% 3.5% 87.3% - - - 17.9% 82.1% - James Sullivan Middle School Students 644 6.2% 13.8% 44.9% 30.7% - 0.2% 4.2% 51.2% 48.8% - Staff 87.2 5.2% 1.1% 8% 85.7% - - - 24.1% 75.9% - John J. Shaughnessy Elementary School Students 461 6.1% 29.5% 41.2% 20.4% - - 2.8% 50.5% 49.5% - Staff 68.1 4.4% - 4.4% 91.2% - - - 8.8% 91.2% - Joseph McAvinnue Elementary School Students 444 7.4% 15.3% 50.2% 22.1% - - 5% 52% 48% - Staff 72.4 - 2.8% 13.7% 83.6% - - - 11% 89% - Kathryn P. Stoklosa Middle School Students 646 4.5% 45.2% 36.4% 11.6% - - 2.3% 55.1% 44.9% - Staff 81.8 2.4% 8.6% 4.9% 83.5% - 0.6% - 32% 68% - Laura Lee Therapeutic Day School LeBlanc Therapeutic Day School Students 17 5.9% - 47.1% 29.4% - - 17.6% 82.4% 17.6% - Staff 17.5 5.7% - 18.9% 73.7% - - 1.7% 33.1% 66.9% - Students 39 2.6% 2.6% 59% 33.3% - - 2.6% 53.8% 43.6% 2.6% Staff 20.4 2.5% - 15.7% 80.9% - - 1% 30.9% 69.1% - Students 3056 11% 29.4% 34.9% 20.7% - - 3.9% 52.9% 47% 0.1% Staff 323.9 2.5% 6% 8.8% 81.3% - - 1.4% 37% 63% - Students 241 6.2% 11.6% 51.5% 29% 0.4% - 1.2% 46.5% 53.1% 0.4% Staff 36.6 - - 8.7% 91.3% - - - 5.5% 94.5% - Pawtucketville Memorial Elementary School Students 454 8% 24% 30.8% 32.8% - - 5.3% 50.9% 49.1% - Staff 67 2.2% 4.5% - 93.3% - - - 7.5% 92.5% - Peter W. Reilly Elementary Students 456 2.9% 10.3% 36.4% 45.2% - - 5.3% 49.1% 50.9% - Staff 66.9 1.5% 0.4% 11.2% 86.8% - - - 4.5% 95.5% - Students 453 5.7% 13.1% 39.5% 36.9% - 0.2% 3.6% 56.1% 43.9% - Staff 75.4 2.7% 4% 6.6% 86.7% - - - 13.5% 86.5% - Lowell High School Moody Elementary School Pyne Arts School 16 �Rogers STEM Academy School Students 865 9.5% 19.8% 45.7% 21.2% 0.2% - 3.7% 53.6% 46.4% - Staff 103.3 2.4% 8.2% 5.2% 83.2% 1% - - 21.8% 78.2% - S. Christa McAuliffe Elementary School Students 479 5.8% 9.2% 49.9% 30.9% - 0.2% 4% 48% 52% - Staff 74.4 2.7% 1.3% 12.1% 83.9% - - - 8.6% 91.4% - The Career Academy Students 97 6.2% 21.6% 44.3% 20.6% - - 7.2% 61.9% 38.1% - Staff Students Staff 17.1 246 50.9 7.3% - 5.8% 42.7% 2.4% 5.8% 26.4% 3.9% 88.3% 17.5% 93.7% 0.4% - 0.4% - 5.3% - 33.3% 63% 12.8% 66.7% 37% 87.2% - Students 13,991 7.7% 27.5% 37.7% 22.9% 0.1% - 4.1% 52.1% 47.9% - Staff 2,126.5 2.2% 5.1% 7.1% 85.0% 0.1% - 0.5% 19.3% 80.7% - Students 911,529 9.3% 7.2% 23.1% 55.7% 0.2% 0.1% 4.3% 51.3% 48.7% - Staff 140,800.7 4.8% 1.8% 5.4% 87.2% 0.1% - 0.6% 20.5% 79.5% - Washington Elementary School District State Note. Data were obtained from MA DESE (2022) website. Figure 3 5-Year Student Enrollment in Lowell Public Schools by Race/Ethnicity 2017-2018 7.9 28.9 31.9 27.4 3.9 2018-2019 7.9 28.7 33.1 26.4 3.9 2019-2020 7.9 28.3 34.4 25.5 3.9 2020-2021 7.9 28.2 35 24.8 4.1 2021-2022 7.7 27.5 37.7 0% African American 10% Asian 20% Hispanic 30% 40% Native American 50% White 22.9 60% 70% 80% Native Hawaiian, Pacific Islander 4.1 90% 100% Multi-Race, Non-Hispanic Note. For 2017-2018, n = 14,436; 2018-2019, n = 14,548; 2019-2020, n = 14,434; 2020-2021, n = 14,023; 2021-2022, n = 13,991. 17 �Table 5 3-Years of Employed Educators in LPS Broken down by Race/Ethnicity American African Employed Total Indian or Asian American/ Educators (n) Alaska Black Native Administrator 2019-2020 98 4.1% 4.1% 2020-2021 109 5.5% 5.5% 2021-2022 115 3.5% 4.3% Teacher 2019-2020 1,079 0.1% 2.3% 1.1% 2020-2021 1,093 0.1% 3.1% 1.6% 2021-2022 1,089 0.2% 3.4% 1.5% Paraprofessional 2019-2020 437 0.7% 5.3% 2.5% 2020-2021 394 0.5% 5.8% 2.3% 2021-2022 460 0.2% 8.7% 3.7% Other - Licensed 2019-2020 128 4.7% 0.8% 2020-2021 121 5.8% 1.7% 2021-2022 151 6% 1.3% Other - Non-Licensed 2019-2020 373 6.2% 2.9% 2020-2021 280 6.8% 2.9% 2021-2022 455 5.9% 2.9% 18 Hispanic/ Latino Native Hawaiian or Pacific Islander Multi-Race, NonHispanic White 8.2% 9.2% 10.4% - 2% 1.8% 2.6% 81.6% 78% 79.1% 3.2% 4.3% 4.7% 0.2% - 0.2% 0.3% 0.3% 93% 90.7% 90% 11.9% 11.2% 10.9% - 0.5% 0.5% 0.4% 79.2% 79.7% 76.1% 7.8% 7.4% 7.3% - 1.7% 1.3% 86.7% 83.5% 84.1% 4.3% 8.6% 7.3% 0.5% 0.4% 0.2% 0.3% - 85.8% 81.4% 83.7% �Special Populations LPS has a higher percentage of all special population students, except students with disabilities, when to compared to the state averages. Approximately 48% of the ELs in LPS identify as Hispanic-Latino/a/x/e, which is lower than the state average (63.4%). A total of 48 languages are represented in the district. The most common language for ELs is Spanish (38.7%). The ELs come from 53 different countries with the most common country being the United States and the second most common country being Brazil (15%). The Moody Elementary School (53.5%) had the most ELs in 2021-2022. Tables 6 and 7 provide further details on LPS special populations and selected demographics in the district and state while Table 8 provides further details on special populations at the school level. Table 6 2021-2022 LPS Special Populations Compared to State % of District (n = 13,991) % of State (n =911,529) First Language not English 36.7% 23.9% English Learner 26.3% 11% Students With Disabilities 18.6% 18.9% High Needs 84.1% 55.6% 75% 43.8% Special Populations Economically Disadvantaged Note. Data were obtained from MA DESE (2022) website. Table 7 2021 - 2022 Percentage of ELs in LPS by Selected Demographics Percentage of ELs District State Demographic All ELs All Students ELs Students (n=3,682) (n=911,529) (n=100,231) (n=13,991) Students With Disabilities 18.8% 2.3% 19.1% 3.4% Low Income 75% 69% 43.8% 62.8% First Language not English 36.7% 100% 23.9% 100% African American/Black 7.7% 7% 9.3% 12.7% Asian 27.5% 30% 7.2% 10.2% Hispanic 37.7% 48.4% 23.1% 63.4% White 22.9% 13.1% 55.7% 12.3% Note. Data were obtained from MA DESE (2022) website. 19 �Table 8 2021-2022 Selected Student Populations by School (n=13,991) Special Populations School Abraham Lincoln Elementary School Bartlett Community Partnership B. F. Butler Middle School Cardinal O'Connell Early Learning Center Charles W. Morey Elementary School Charlotte M. Murkland Elementary School Dr. An Wang Middle School Dr. Gertrude Bailey Elementary School Dr. Janice Adie Day School Greenhalge Elementary School Henry J. Robinson Middle School James S. Daley Middle School James Sullivan Middle School John J. Shaughnessy Elementary School Joseph McAvinnue Elementary School Kathryn P. Stoklosa Middle School Laura Lee Therapeutic Day School LeBlanc Therapeutic Day School Lowell High School Moody Elementary School Pawtucketville Memorial Elementary School First Language Not English English Learners Students With Disabilities High Needs Low Income 47.9% 40.5% 30.5% 29.8% 42.5% 45.7% 33.8% 37.5% 17.3% 41.3% 38.3% 33% 44.1% 38.4% 39% 45.2% 11.8% 17.9% 31.2% 60.2% 28.9% 34.9% 27.7% 17.1% 33.4% 36% 23.8% 31.8% 5.8% 31.4% 28.3% 13.4% 33.7% 29.5% 32.7% 27.1% 11.8% 15.4% 21.8% 53.5% 22% 17.4% 20.3% 19% 29.8% 13.7% 15.5% 16.5% 18.4% 100% 18.7% 19.4% 21.7% 20.7% 18.2% 17.6% 16.3% 100% 97.4% 15.1% 8.7% 18.5% 89.5% 88.3% 85.8% 83.3% 82.9% 93.6% 80.6% 77.4% 100% 94.2% 92.9% 74.7% 85.7% 88.1% 90.8% 89.5% 100% 100% 79.1% 95% 73.6% 80.8% 78.8% 75.3% 73.8% 69.1% 88.5% 71.3% 67.1% 73.1% 88.6% 86.6% 61.9% 76.6% 78.7% 82.9% 81.4% 94.1% 89.7% 70.9% 89.2% 63% 20 �Peter W. Reilly Elementary 29.4% Pyne Arts School 27.8% Rogers STEM Academy School 43.1% S. Christa McAuliffe Elementary School 29% The Career Academy 18.6% Washington Elementary School 48.4% District 36.7% State 23.9% Note. Data were obtained from MA DESE (2022) website. 23.2% 17% 32% 22.1% 11.3% 42.3% 26.3% 11% 21 18% 27.4% 13.2% 16.9% 20.6% 21.1% 18.6% 18.9% 67.1% 72.8% 91.9% 86.8% 95.9% 88.6% 84.1% 55.6% 58.1% 59.4% 82.7% 81% 90.7% 76% 75% 43.8% �Class Size Eighteen schools (66.7%) had an average class size larger than the state’s average of 16 students during the 2020-2021 school year (see Table 9). Table 9 2020-2021 Class Size by School (n= 14,364) Schools Abraham Lincoln Elementary School Bartlett Community Partnership B. F. Butler Middle School Cardinal O'Connell Early Learning Center Charles W. Morey Elementary School Charlotte M. Murkland Elementary School Dr. An Wang Middle School Dr. Gertrude Bailey Elementary School Dr. Janice Adie Day School Greenhalge Elementary School Henry J. Robinson Middle School Student Groups Hispanic-Latino/a/x/e EL SPED Hispanic-Latino/a/x/e EL SPED Hispanic-Latino/a/x/e EL SPED Hispanic-Latino/a/x/e EL SPED Hispanic-Latino/a/x/e EL SPED Hispanic-Latino/a/x/e EL SPED Hispanic-Latino/a/x/e EL SPED Hispanic-Latino/a/x/e EL SPED Hispanic-Latino/a/x/e EL SPED Hispanic-Latino/a/x/e EL SPED Hispanic-Latino/a/x/e EL SPED 22 % of Students 33.3% 36% 21% 34% 26.8% 23.6% 35.4% 16.2% 21.5% 35.6% 21.1% 45.6% 13.1% 37.5% 16.3% 39.6% 39.6% 16.7% 39.7% 23.2% 16.6% 23.5% 31.9% 18.6% 28.3% 6.5% 100% 49.4% 31.1% 18.7% 49.8% 24.9% 20.8% Average Class Size 17.5 17.2 22.6 8.2 17 18.4 21.5 16.8 2.8 17.4 25 �James S. Daley Middle School James Sullivan Middle School John J. Shaughnessy Elementary School Joseph McAvinnue Elementary School Kathryn P. Stoklosa Middle School Laura Lee Therapeutic Day School LeBlanc Therapeutic Day School Lowell High School Moody Elementary School Pawtucketville Memorial Elementary School Peter W. Reilly Elementary Pyne Arts School Rogers STEM Academy School Hispanic-Latino/a/x/e EL SPED Hispanic-Latino/a/x/e EL SPED Hispanic-Latino/a/x/e EL SPED Hispanic-Latino/a/x/e EL SPED Hispanic-Latino/a/x/e EL SPED Hispanic-Latino/a/x/e EL SPED Hispanic-Latino/a/x/e EL SPED Hispanic-Latino/a/x/e EL SPED Hispanic-Latino/a/x/e EL SPED Hispanic-Latino/a/x/e EL SPED Hispanic-Latino/a/x/e EL SPED Hispanic-Latino/a/x/e EL SPED Hispanic-Latino/a/x/e EL SPED 23 18.5% 8.7% 20.9% 44.4% 23.5% 20.7% 39.1% 32% 18.7% 46.4% 33.1% 19.8% 32.9% 24.8% 17% 60.9% 13% 100% 55.3% 13.2% 100% 31.1% 20% 13.5% 46.6% 51.7% 10.3% 28% 20% 17.4% 36.4% 22.8% 20% 38.6% 17.2% 24.7% 44.5% 29.1% 15% 18.8 21.8 15.6 13.9 20.7 2.8 4 19.7 23.9 18 18.3 15.1 26.9 �Hispanic-Latino/a/x/e EL SPED Hispanic-Latino/a/x/e The Career Academy EL SPED Hispanic-Latino/a/x/e Washington Elementary School EL SPED Hispanic-Latino/a/x/e District EL SPED Note. Data were obtained from MA DESE (2022) website. S. Christa McAuliffe Elementary School 47.3% 22.2% 18.1% 52.4% 20.7% 23.2% 21.5% 37.8% 25.6% 35.6% 25% 18.6% 19.3 8.7 9.8 18.1 Student to Teacher Ratios During the 2021-2022 school year, the district’s average student to teacher ratio (12.8 to 1) was higher than the state average (11.9 to 1). However, eight schools had a lower student to teacher ratio than the state average (See Table 10). Table 10 2021-2022 LPS Student to Teacher Ratios School Abraham Lincoln Elementary School Bartlett Community Partnership B. F. Butler Middle School Cardinal O'Connell Early Learning Center Charles W. Morey Elementary School Charlotte M. Murkland Elementary School Dr. An Wang Middle School Dr. Gertrude Bailey Elementary School Dr. Janice Adie Day School Greenhalge Elementary School Henry J. Robinson Middle School James S. Daley Middle School James Sullivan Middle School John J. Shaughnessy Elementary School Joseph McAvinnue Elementary School Kathryn P. Stoklosa Middle School Laura Lee Therapeutic Day School LeBlanc Therapeutic Day School Lowell High School Moody Elementary School Pawtucketville Memorial Elementary School Student to Teacher Ratio 13.1 to 1 11.4 to 1 12.5 to 1 10.5 to 1 13.1 to 1 12.6 to 1 15.1 to 1 12.7 to 1 4.3 to 1 12.2 to 1 13.2 to 1 13.9 to 1 14.1 to 1 12.5 to 1 12 to 1 12.4 to 1 2.7 to 1 4.7 to 1 13.9 to 1 12.1 to 1 13.4 to 1 24 �Peter W. Reilly Elementary 13.4 to 1 Pyne Arts School 11.6 to 1 Rogers STEM Academy School 15.2 to 1 S. Christa McAuliffe Elementary School 12.9 to 1 The Career Academy 9.9 to 1 Washington Elementary School 11.2 to 1 District 12.8 to 1 State 11.9 to 1 Note. Data were obtained from MA DESE (2022) website. Student Discipline During 2021-2022, 925 students were disciplined. Of those 925, 52.2% were HispanicLatino/a/x/e students. This ethnicity group was disciplined more in LPS compared to all other race/ethnicity groups. Of the 283 students Lowell High School disciplined in 2021-2022, 50% were Hispanic-Latino/a/x/e. The Henry J. Robinson Middle School and Kathryn P. Stoklosa Middle School had the next highest number of Hispanic-Latino/a/x/e students being disciplined with more than 50 each. Table 11 provides an overview of discipline rates by school. Table 11 2021-2022 Student Discipline Rates by School School Abraham Lincoln Elementary School Bartlett Community Partnership B. F. Butler Middle School Cardinal O'Connell Early Learning Center Charles W. Morey Elementary School Charlotte M. Murkland Elementary School Dr. An Wang Middle School Dr. Gertrude Bailey Elementary School Dr. Janice Adie Day School Greenhalge Elementary School Student Group Total Students # of Students Disciplined Hispanic-Latino/a/x/e 169 - All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e 528 207 537 215 566 47 114 91 515 212 502 277 701 117 495 17 61 264 1 24 43 24 59 2 2 4 24 42 3 9 11 25 �Henry J. Robinson Middle School James S. Daley Middle School James Sullivan Middle School John J. Shaughnessy Elementary School Joseph McAvinnue Elementary School Kathryn P. Stoklosa Middle School Laura Lee Therapeutic Day School LeBlanc Therapeutic Day School Lowell High School Moody Elementary School Pawtucketville Memorial Elementary School Peter W. Reilly Elementary Pyne Arts School Rogers STEM Academy School S. Christa McAuliffe Elementary School The Career Academy Washington Elementary School District All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students HispanicLatino/a/x/e All Students Note. Data were obtained from MA DESE (2022) website. 26 520 376 697 127 693 314 691 220 521 236 491 260 699 10 22 26 48 1216 3356 139 272 160 512 193 514 214 530 429 931 267 534 61 143 72 269 16 56 103 4 12 36 65 7 16 2 52 99 1 3 14 25 142 283 1 4 7 8 16 27 25 38 2 4 28 60 5 6 5849 483 15264 925 �Student Attendance and Retention Rates Overall, at the end of the year of the 2021-2022, the district had a fair attendance rate of 89.7%, while Hispanic-Latino/a/x/e students had a slightly lower rate of 87.5%. Seven schools had attendance rates for Hispanic-Latino/a/x/e students that were higher than the district average in 2021-2022. They were the Pyne Arts School (90.7%), Pawtucketville Memorial Elementary School (90.5%), Charlotte M. Murkland Elementary School (90.5%), Kathryn P. Stoklosa Middle School (90.3%), James S. Daley Middle School (90.3%), Abraham Lincoln Elementary School (90%), and Dr. An Wang Middle School (90%). All but four of the LPS had attendance rates for Hispanic-Latino/a/x/e students in 2021-2022 over 85%. Those four schools were Lowell High School (83.6%), Laura Lee Therapeutic Day School (79.9%), the LeBlanc Therapeutic Day School (68.7%), Career Academy (61.8%). The retention rate (i.e., repeating a grade rate) for Hispanic-Latino/a/x/e students (3.6%) was higher than that of all students in the district (2.8%). The schools with the highest retention rates in LPS during 2021-2022 were the Career Academy (32.6%), Lowell High School (12.9%), and Dr. Janice Adie Day School (8.3%). Table 12 provides further details on students’ attendance and retention rates during the 2021-2022 school year. Student Mobility In LPS, some of the Hispanic-Latino/a/x/e population is transient. As shown in Table 13, the attrition rate in 2021-2022 was 11.9% for Hispanic-Latino/a/x/e which is only slightly higher than the rate for all students in the district (11.2%). Three schools had attrition rates that exceed 20% for Hispanic-Latino/a/x/e students, they were: the Charlotte M. Murkland Elementary School (20.1%), Dr. Janice Adie Day School (23.1%), and the Career Academy (23.3%). From 2021-2022, the average stability rate of the Hispanic-Latino/x/e/a students in LPS (86.7%) was lower than the all-students in the district average of 89.5%. The churn and intake rates for Hispanic-Latino/a/x/e students were also higher than the all-students average. During the 20212022 school year, the four schools with the highest churn rates (i.e., students transferring into or out of the school) in the district were Career Academy (50%), Washington Elementary School (34.2%), Cardinal O'Connell Early Learning Center (33.3%), Bartlett Community Partnership (32.4%), and Lowell High School (30%). The three school with the lowest churn rates in the district during 2021-2022 were Dr. An Wang Middle School (13.7%), James S. Daley Middle School (15), and LeBlanc Therapeutic Day School (15.4%). Table 14 provides further details on students’ mobility in LPS. 27 �Table 12 2021-2022 Student Attendance and Retention Rates by School School Abraham Lincoln Elementary School Bartlett Community Partnership B. F. Butler Middle School Cardinal O'Connell Early Learning Center Charles W. Morey Elementary School Charlotte M. Murkland Elementary School Dr. An Wang Middle School Dr. Gertrude Bailey Elementary School Dr. Janice Adie Day School Greenhalge Elementary School Henry J. Robinson Middle School James S. Daley Middle School James Sullivan Middle School John J. Shaughnessy Elementary School Joseph McAvinnue Elementary School Kathryn P. Stoklosa Middle School Laura Lee Therapeutic Day School LeBlanc Therapeutic Day School Student Group Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students 28 Attendance Rates 90.0% 91.4% 86.5% 88.9% 88.7% 91.5% 85.6% 88.5% 88.7% 92.0% 90.5% 90.9% 90.0% 92.1% 88.4% 91.2% 87.3% 87.7% 88.3% 89.2% 88.1% 88.0% 90.3% 93.4% 89.2% 90.1% 87.7% 90.2% 88.6% 89.9% 90.3% 91.8% 79.9% 80.8% 68.7% 61.6% Retention Rates 2.3% 0.8% 0.7% 0.3% 0.2% 0.3% 2.2% 0.9% 0.8% 0.9% 2.7% 1.4% 8.3% 2.0% 0.2% 0.2% 0.3% 0.6% 0.3% 0.2% 4.3% 7.7% �Hispanic-Latino/a/x/e 83.6% 12.9% All Students 87.1% 8.9% Hispanic-Latino/a/x/e 88.9% 1.1% Moody Elementary School All Students 90.1% 0.5% Hispanic-Latino/a/x/e 90.5% 1.0% Pawtucketville Memorial Elementary School All Students 91.8% 0.6% Hispanic-Latino/a/x/e 88.6% Peter W. Reilly Elementary All Students 91.2% 0.3% Hispanic-Latino/a/x/e 90.7% Pyne Arts School All Students 91.8% Hispanic-Latino/a/x/e 88.4% Rogers STEM Academy School All Students 89.8% 0.3% Hispanic-Latino/a/x/e 88.3% S. Christa McAuliffe Elementary School All Students 89.2% Hispanic-Latino/a/x/e 61.8% 32.6% The Career Academy All Students 70.1% 35.1% Hispanic-Latino/a/x/e 86.9% Washington Elementary School All Students 89.7% 0.6% Hispanic-Latino/a/x/e 87.5% 3.6% District All Students 89.7% 2.8% Note. Data were obtained from MA DESE (2022) website. It is important to note, no retention rates were reported for the Cardinal O'Connell Early Learning Center. Lowell High School 29 �Table 13 2021-2022 Student Attrition Rate by School Hispanic-Latino/a/x/e All Students Attrition Rate Attrition Rate Abraham Lincoln Elementary School 11.9% 11.2% Bartlett Community Partnership 12.4% 14.7% B. F. Butler Middle School 8.8% 7.6% Cardinal O'Connell Early Learning Center Charles W. Morey Elementary School 5.8% 10.3% Charlotte M. Murkland Elementary School 20.1% 19.7% Dr. An Wang Middle School 8.3% 8.7% Dr. Gertrude Bailey Elementary School 16.4% 12.3% Dr. Janice Adie Day School 23.1% 12.5% Greenhalge Elementary School 11.7% 13.1% Henry J. Robinson Middle School 11.4% 14.3% James S. Daley Middle School 11.8% 6.1% James Sullivan Middle School 13.1% 13.2% John J. Shaughnessy Elementary School 14.4% 15.8% Joseph McAvinnue Elementary School 13.6% 15.2% Kathryn P. Stoklosa Middle School 14.9% 11.3% Laura Lee Therapeutic Day School LeBlanc Therapeutic Day School 7.4% Lowell High School 11.2% 8.0% Moody Elementary School 16.5% 20.0% Pawtucketville Memorial Elementary School 15.0% 14.6% Peter W. Reilly Elementary 18.9% 16.6% Pyne Arts School 8.2% 9.2% Rogers STEM Academy School 15.6% 15.9% S. Christa McAuliffe Elementary School 16.9% 16.6% The Career Academy 23.3% 21.1% Washington Elementary School 18.9% 15.3% District 11.9% 11.2% Note. Data were obtained from MA DESE (2022) website. It is important to note, no attrition rates were reported for the Cardinal O'Connell Early Learning Center. School 30 �Table 14 2021-2022 Student Mobility Rate by School School Abraham Lincoln Elementary School Bartlett Community Partnership B. F. Butler Middle School Cardinal O'Connell Early Learning Center Charles W. Morey Elementary School Charlotte M. Murkland Elementary School Dr. An Wang Middle School Dr. Gertrude Bailey Elementary School Dr. Janice Adie Day School Greenhalge Elementary School Henry J. Robinson Middle School James S. Daley Middle School Student Group Churn/ Intake Enroll Churn Intake Stability Enroll Stability Hispanic-Latino/a/x/e 169 22.5% 18.9% 157 89.7% All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students 529 207 539 215 567 48 118 91 518 213 507 278 705 118 497 17 61 264 520 377 697 127 693 18.7% 32.4% 24.5% 22.8% 13.9% 33.3% 38.1% 19.8% 14.5% 26.8% 26.2% 13.7% 12.2% 19.5% 16.3% 23.5% 18.0% 24.2% 23.1% 17.8% 18.5% 15.0% 9.4% 13.4% 20.8% 17.3% 17.7% 9.3% 27.1% 30.5% 17.6% 9.1% 20.7% 19.5% 8.6% 7.2% 9.3% 10.5% 23.5% 16.4% 15.2% 13.7% 12.7% 12.3% 11.8% 6.2% 495 175 468 181 518 38 88 77 480 196 463 261 669 111 462 13 52 235 469 347 648 112 653 86.9% 80.0% 87.0% 91.7% 94.2% 84.2% 83.0% 94.8% 92.3% 79.6% 80.8% 92.0% 92.5% 85.6% 90.0% 100.0% 96.2% 85.1% 85.3% 89.3% 87.7% 96.4% 96.2% 31 �James Sullivan Middle School John J. Shaughnessy Elementary School Joseph McAvinnue Elementary School Kathryn P. Stoklosa Middle School Laura Lee Therapeutic Day School LeBlanc Therapeutic Day School Lowell High School Moody Elementary School Pawtucketville Memorial Elementary School Peter W. Reilly Elementary Pyne Arts School Rogers STEM Academy School S. Christa McAuliffe Elementary School The Career Academy Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e All Students 32 313 692 220 521 238 497 259 702 10 22 26 48 1229 3381 139 273 160 512 194 516 214 530 430 938 267 533 61 141 18.8% 16.8% 25.0% 23.2% 16.4% 19.7% 19.7% 15.4% 20.0% 22.7% 15.4% 31.3% 30.0% 21.0% 21.6% 22.7% 17.5% 15.4% 24.7% 18.6% 22.4% 19.6% 18.1% 16.2% 20.6% 19.3% 50.8% 48.9% 11.5% 10.1% 16.8% 15.4% 11.3% 12.7% 14.7% 9.7% 20.0% 22.7% 15.4% 20.8% 18.3% 12.3% 16.5% 16.5% 15.6% 11.5% 17.5% 14.0% 17.3% 16.0% 11.9% 9.1% 15.4% 15.0% 29.5% 29.8% 292 646 192 465 227 458 237 660 8 17 23 39 1097 3121 127 246 140 462 168 464 184 459 400 887 238 477 44 100 87.0% 89.2% 85.9% 86.0% 87.7% 87.1% 87.8% 90.0% 100.0% 100.0% 95.7% 84.6% 78.4% 85.6% 85.8% 85.8% 94.3% 93.7% 86.9% 90.5% 90.2% 92.8% 88.0% 88.6% 89.1% 90.1% 68.2% 72.0% �Hispanic-Latino/a/x/e All Students Hispanic-Latino/a/x/e District All Students Note. Data were obtained from MA DESE (2022) website. Washington Elementary School 33 73 270 5872 15338 34.2% 18.9% 22.0% 17.9% 24.7% 13.3% 15.0% 11.6% 66 249 5346 14216 72.7% 88.0% 86.7% 89.5% �Students Completion Rates Table 15 provides MassCore Completion Rates during the 2020-2021. The LPS HispanicLatino/a/x/e MassCore completion rate (6.8%) was lower than any other subgroup in the entire district, with their completion rate being statistically different from the overall rate (Χ2 (1) = 11.91, p < .001). The Grade 9 course passing rate for Hispanic-Latino/a/x/e students in LPS (31.7%) was statistically different from the all-students’ rate (46.1%) in 2020-2021 (Χ2 (1) = 19.11, p <.0001) (see Table 16). All of the graduation rates for Hispanic-Latino/a/x/e students in LPS (Tables 17-20) were lower than the all-students’ rates. The dropout rate (Table 21) for Hispanic-Latino/a/x/e students in LPS (4.7%) was slightly higher than the all-students’ rate (2.7%) (Χ2 (1) = 20.90, p <.0001) and the special education rate (3.2%), but lower than the ELs’ rate (6%). In terms of advanced course completion, there is a significant relationship bewteen race and advanced completion rate (Χ2 (4) = 21.258, p < .001). The Hispanic-Latino/a/x/e students have the lowest rate compared to all other race/ethnicity groups (Table 22). As shown in Table 23, the 2020-2021 Hispanic-Latino/a/x/e graduates attend higher education at statistically significantly different rates than the all-student rate (34.1% and 53.3% respectively; Χ2 (1) = 11.50, p < .0001). The most common types of higher education the LPS Hispanic-Latino/a/x/e graduates attend are two-year public institution (45%), MA community colleges (43.3%), and four-year public institution (41.7%). Table 15 MassCore Completion Rates during 2020-2021 School Year # Completed Student Group # Graduated MassCore Hispanic-Latino/a/x/e 176 12 All Students 730 120 Note. Data were obtained from MA DESE (2022) website. Table 16 Grade Nine Course Passing Rate during 2020-2021 School Year # Grade Nine # Passing All Student Group Students Courses Hispanic-Latino/a/x/e 357 113 All Students 908 419 Note. Data were obtained from MA DESE (2022) website. Table 17 4-Year Graduation Rate (2021) Student Group Hispanic-Latino/a/x/e All Students # in Cohort % Graduated 241 866 68% 80% 34 % Still % Nonin Grad School Completers 0.4% 16.2% 10% 0.7% % Completed MassCore 6.8% 16.4% % Passing All Courses 31.7% 46.1% % H.S. Equiv. 0.2% % Dropped Out 15.4% 9% �Table 18 4-Year Adjusted Cohort Graduation Rate (2021) Student Group % Still % Non% # in % % H.S. in Grad Dropped Cohort Graduated Equiv. School Completers Out 0.6% Hispanic-Latino/a/x/e 180 70.6% 14.4% 14.4% All Students 657 82.8% 9.1% 0.3% 0.2% 7.6% Note. The adjusted graduation rate does not include students who transfers into the district. Table 19 5-Year Graduation Rate (2020) Student Group Hispanic-Latino/a/x/e All Students # in Cohort % Graduated 227 863 77.5% 83.4% % Still % Nonin Grad School Completers 2.2% 3.1% 3.5% 1.2% % H.S. Equiv. 2.2% 2.1% % Dropped Out 15% 9.8% Table 20 5-Year Adjusted Cohort Graduation Rate (2020) Student Group % Still % Non% # in % % H.S. in Grad Dropped Cohort Graduated Equiv. School Completers Out 1.8% Hispanic-Latino/a/x/e 170 79.4% 2.4% 1.8% 14.7% All Students 662 87% 2.9% 0.8% 2.0% 7.4% Note. The adjusted graduation rate does not include students who transfers into the district. Table 21 Dropout Rate for Hispanic-Latino/a/x/e during the 2020-2021 School Year # # % % % % Student Enrolled Dropout Dropout Dropout Dropout Dropout Group Grades All All Grade Grade Grade 9-12 Grades Grades 9 10 11 Hispanic991 47 4.7% 2.3% 5.7% 4% Latino/a/x/e EL 645 39 6% 1.8% 4.8% 9.2% SPED 441 14 3.2% 3.9% 7.8% All Students 3,161 86 2.7% 1.8% 2.8% 2.9% Note. Data were obtained from MA DESE (2022) website. 35 % Dropout Grade 12 8.6% 13.2% 3.6% 3.6% �Table 22 2020-2021 Advanced Course Completion Student Group Grades 11 & 12 Students # Students Completing Advanced Hispanic-Latino/a/x/e 402 181 African American/Black 192 126 Asian 491 370 Multi-Racial, Non-Hispanic 55 33 White 437 281 All Students 1,577 991 Note. Data were obtained from MA DESE (2022) website. % Students Completing Advanced 45% 65.6% 75.4% 60% 64.3% 62.8% Table 23 2020-2021 Graduates Attending Institutions of Higher Education High Attending Student Private Private School Coll./ Group 2-Yr 4-Yr Graduates Univ. 60 176 13.3% Hispanic(34.1%) Latino/a/x/e 60 176 4.5% (34.1%) 389 730 17.2% (53.3%) All Students 389 730 9.2% (53.3%) Note. Data were obtained from MA DESE (2022) website. Advanced Course Completion Rate by Subject History & All Science & ELA Math Social Other Technology Sciences Subjects 2.7% 23.9% 29.9% 6.5% 4% 4.7% 34.4% 45.3% 12% 2.6% 50.3% 48.7% 15.9% 1.8% 38.2% 34.5% 9.1% 3.2% 35.7% 43.5% 18.8% 0.9% 3% 37.2% 41.5% 13.6% 1.3% Public 2-Yr Public 4-Yr MA Comm. College MA State Univ. UMass 45% 41.7% 43.3% 5% 33.3% 15.3% 14.2% 14.8% 1.7% 11.4% 32.1% 50.6% 30.3% 5.9% 37.8% 17.1% 27% 16.2% 3.2% 20.1% 36 Percent By College Attendee High School Grad College Attendee High School Grad �4. LPS Stakeholders’ Perspectives: Focus Group Results According to Taylor and Whittaker (2009), individuals frame problems based on their personal values, experiences, cultures, and assumptions. Understanding the beliefs that each stakeholder possesses in a school community enables a group to find common ground and select appropriate alternatives. For this evaluation, it was important to gain an understanding of LPS stakeholders’ perspectives. More specifically, Hispanic-Latino/a/x/e employees, parents, and students were consulted. To gather these perspectives, we conducted focus groups during the Summer of 2022. Members of each stakeholder group were asked questions related to what they liked about LPS, how they define academic success, the challenges Hispanic-Latino/a/x/e face in LPS, and their recommendations for improving the Hispanic-Latino/a/x/e experience in LPS (See Appendices A-C). The following section presents each group’s perspectives. 4.1 Hispanic-Latino/a/x/e Employee Focus Group Results Hispanic-Latino/a/x/e employees were forthcoming with their perspectives on what they liked about LPS, how they define academic success, the challenges Hispanics-Latinos/as/xs/es face in the LPS district, and their recommendations for improvement. What Hispanic-Latino/a/x/e Employees Like About LPS The Hispanic-Latino/a/x/e employees who took part in the focus group identified several aspects they like about working in LPS. Increased diversity. The employees especially like how diversity has increased over the years, that each school has a balance of cultures, and that they feel they have colleagues who are true allies that value inclusivity. They also like that there are now more bilingual or multilingual employees in the district which makes students feel more comfortable. In addition, such exposure to other cultures, languages, and backgrounds allows LPS employees and students to feel more accepted. They also like the various community events that are held to celebrate the district’s diversity such as Asian American Pacific Islander (AAPI) celebrations, the Juneteenth celebration, pride month, and Hispanic heritage month. Another employee likes that the district is now “in a great place to really develop and grow.” Relationships. One employee likes building community relationships. In addition, she gains personal satisfaction from developing relationships with students that encourage and help them to persevere. She further shared, “It is an honor for me to be able to work with my kids and see them succeed.” Another employee likes being an advocate for the students, working to show others in the community that the students are more than the labels that are applied to them. Hispanic-Latino/a/x/e culture. Other employees spoke highly of the Hispanic-Latino/a/x/e culture. They described this ethnic group as loving family people who respect their elders and stay optimistic and persistent during difficult times in addition to sticking together no matter what. How Employees Define Academic Success for Hispanic-Latino/a/x/e Students When asked how they would define academic success for Hispanic-Latino/a/x/e students, employees shared a few thoughts. For one employee, academic success was achieving college readiness which includes knowing what services are available and how to take exams. Another employee defined academic success as Hispanics-Latinos/as/xs/es being held to the same 37 �standards, receiving the same opportunities, and obtaining just as much recognition as White students when they excel (e.g., article in the newspaper). In addition, academic success was defined as a love for learning and reading. Challenges Employees Think the LPS Hispanic-Latino/a/x/e Community Face Employees shared some challenges they feel the Hispanic-Latino/a/x/e community face within the LPS district. Underlying assumptions and beliefs. First, members of the LPS community have some underlying assumptions and beliefs about Hispanics-Latinos/as/xs/es that are not true. For instance, parents are stereotyped as not caring about their children’s education when a student does not complete homework. However, the parents actually do care they just do not know how to help their children with the assignments. Similar sentiments are expressed when parents do not participate in school events. However, many Hispanic-Latino/a/x/e parents have to work more than one job, so they have limited free time. Language barriers. Moreover, some family members do not speak English and need a translator, but sometimes the availability of a translator does not match the times a parent is available. Challenges Hispanic-Latino/a/x/e Employees Face Hispanic-Latino/a/x/e employees also face challenges within the LPS district. Micro-aggressions. Hispanic-Latino/a/x/e employees mentioned that they experience microaggressions often. For instance, a couple of the employees have been questioned about their credentials, backgrounds, and their capabilities. Such actions give off the impression that others do not think they are qualified. Employment barriers. According to the participants, Hispanic-Latino/a/x/e employees must work twice as hard to get acknowledged and prove they are capable. In other words, it is difficult for them to “break the barrier” and “move up.” Moreover, a limited number of administrators are people of color. Lack of representation. Additionally, the lack of Hispanic-Latino/a/x/e representation in leadership roles in the district and larger community was cited as another challenge (e.g., school board, city council). Turnover. New employee turnover was also mentioned as a challenge. As one employee put it, “You don't know if they're going to be in the building the following year.” In addition to staff turnover, the employees cited the transient nature of the Hispanic-Latino/a/x/e students as a challenge for LPS. Challenges Employees Think Students in LPS Face Employees shared several challenges they feel Hispanic-Latino/a/x/e students face within the LPS district. 38 �Academic language-related difficulties. When English is not a student’s primary language, the student experiences challenges at school. For instance, a student may have done well in math in their own country but may now struggle in math due to word problems written in English. Also, newcomers who are still developing their bilingual or multilingual skills might experience stress when they are forced to speak only in English. Inequities and limited opportunities. Hispanic-Latino/a/x/e students do not have the same academic opportunities or receive the same level of recognition when they excel as one employee explained, “the opportunities are not there, the recognition is not there and accessibility to classes, to honor classes” are not there. Another employee shared, “many times students get looped in or kind of funneled into a specific tiered academics, which then limits their ability and even those who say I'm going to go to college, they will not be prepared.” Another employee stated, “It's sad … to see how many times Hispanic kids do something great at the academic level and nothing is said. You don't see it in the newspaper, you don't see it anywhere. But when a White kid does something, you know it's everywhere.” In addition, a lack of consistency exists among schools, deans, and principals on the consequences they impose for infractions. A lack of knowledge about cultures may explain why Hispanic-Latino/a/x/e students are disproportionately disciplined. Limited opportunities for extracurricular activities like sports exist for Hispanic-Latino/a/x/e students because they do not feel welcomed in those groups. In addition, limited after-school programs are offered so students might struggle to find a place to do their homework or get some tutoring. The dropout rate for Hispanic-Latino/a/x/e students is significant which indicates more academic supports are needed. One employee explained, “some students don't know that they have the right to take higher level classes. And there are certain policies in place that would limit students to transition to higher levels.” Another employee added that certain gatekeepers and some educators manage the courses that keep kids from attending honors or Advanced Placement (AP) classes. Moreover, college and career readiness opportunities are very limited. Stressful transitions. Newcomers face stress when transitioning to the U.S. education system. They have to learn all new customs, cultures, foods, and lifestyles in addition to content knowledge. Thus, they are under tremendous pressure. Hispanic-Latino/a/x/e Employees’ Recommendations Employees shared several recommendations that they feel would improve the experience of Hispanics-Latinos/as/xs/es within the LPS district. They include making LPS a more welcoming environment with more representation, more academic opportunities and supports, more flexibility, and more consistency. More welcoming environment. Hispanic-Latino/a/x/e employees assert a more welcoming and approachable environment needs to be established, especially for newcomers. When a family comes to register a student with the LPS district, an orientation in their native language should be provided with information on the district, school, and child’s education. The information session should also review expectations for students and families (e.g., attendance, homework). During this process, each family should be connected with a representative or liaison that can help them navigate all aspects of this new educational system. In addition to a newcomer orientation, a 39 �more welcoming environment within the schools can be created by having more bilingual and multilingual people working, providing educators training about cultures, and offering English as a Second Language (ESL) classes for families. In addition, English speaking teachers could learn some greetings in other languages to make their classrooms more welcoming. Lastly, the sports program could find ways to become a more welcoming place for Hispanic-Latino/a/x/e students as well. More representation. More people of color are needed in leadership positions. As one employee put it, “we need to have leaders that look like us, speak like us, think like us, not because we are divisive, but we need to be included.” One suggestion was to increase the diversity of interview committees and the use of different recruitment approaches for finding diverse candidates. They also mentioned that their affinity groups need more people. Another employee asserted that the schools could benefit from Hispanic-Latino/a/x/e leaders and professionals being brought in from the community to talk to students (e.g., doctors, lawyers, government employees). In addition, dialogues within the Hispanic-Latino/a/x/e community as well as with allies need to continue. More academic opportunities and support. The employees noted that Hispanic-Latino/a/x/e students need more academic opportunities and support, especially in terms of access to rigorous higher-level coursework. Practices at the elementary and middle school level need to be reviewed to make sure students are being set up for future success when they transition to high school. Policies should be reviewed to make sure they are not marginalizing any groups from academic success. When a Hispanic-Latino/a/x/e student comes to this country, the tendency to label them as a special education student needs to stop as well. Not all Hispanic-Latino/a/x/e students need such services. The employees believe standards should be the same for everybody and Hispanic-Latino/a/x/e students should receive the same amount of recognition as White students when they excel. Also, more college and career opportunities are needed. More flexibility. Hispanic-Latino/a/x/e employees also advocated for more flexibility in several areas. For instance, educators need to be willing to call parents at times that work for them. Hispanic-Latino/a/x/e parents often work long hours, so their availability is limited. Schools should be willing to go out into a community and meet parents within places they feel more comfortable (e.g., churches, community centers, homes). In addition, teachers should let newcomers speak in their native language when they first arrive instead of restricting all communications to English only. Providing language flexibility to students will help reduce stress and increase feelings of comfort. One teacher felt providing language flexibility would also reduce incidents of bullying related to students’ language capabilities. More consistency. Hispanic-Latino/a/x/e employees emphasized the importance of consistency. Once something is started and made a priority, efforts need to remain consistent to keep families excited, engaged, and active. To increase consistency, political willingness, an allocated budget, and a timeline with planned changes need to be developed. 40 �4.2 Hispanic-Latino/a/x/e Parent Focus Group Results Like the employees, the Hispanic-Latino/a/x/e parents were forthcoming with their perspectives on what they like about LPS, how they define academic success, the challenges HispanicsLatinos/as/xs/es face in the LPS district, and their recommendations for improvement. What Hispanic-Latino/a/x/e Parents Like about LPS The Hispanic-Latino/a/x/e parents who participated in the focus group also shared several aspects they like about LPS. Inclusion of families. First, the parents feel the district has done a good job of including or welcoming people from different backgrounds into the community. They invite people to activities and projects even if they do not speak English. Parents are given the opportunity to give suggestions when something is happening, and those suggestions and perspectives are considered by LPS. They also shared that when a concern or situation occurs, the school addresses it; as one parent shared, “there is no negligence.” Other aspects parents liked about the LPS school system were activities related to cultural traditions from other countries, seminars on racism, and the way Hispanic-Latino/a/x/e families and students help each other. Good communication. When asked about the school’s communication efforts, the parents said there is a lot of good communication. According to the parents, schools use Classdojo, Zoom, email, and phone calls to contact them. The parents especially like it when teachers put information on the Classdojo app, so they know what their children are working on or learning. They especially like the app and email when they are at work and unable to answer their phones or attend a Zoom call. The app and email allow them to quickly check in to make sure everything is okay. The translations available via Zoom have also been very helpful. They have noticed that as the number of Spanish speaking staff has increased within the district, inclusion and communication within the schools has improved. Active learning during pandemic. Lastly, one parent noted that they were happy that the children were actively learning during the pandemic and that homework was being sent home. How Hispanic-Latino/a/x/e Parents Define Academic Success When asked how they would define academic success for Hispanic-Latino/a/x/e students, parents shared a variety of definitions. For one parent, academic success was passing classes and being able to interact with and adapt to people who speak other languages. Another parent asserted academic success is striving to perform academically and obtaining honors, but also developing as an individual as well. In addition, this parent felt academic success includes doing service or positive things for the school. Another parent defined academic success as a student who understands, comprehends, writes, and speaks in English; develops into someone who can function professionally; and knows how to serve not only themselves, but also society when they finish their studies. Another parent added that academic success includes enriching Americans in their language, culture, music, and folklore while another parent stated that it is about setting and achieving goals, whether those goals are going to a university, obtaining an apprenticeship, or starting a career. 41 �Challenges Hispanics-Latinos/as/xs/es in LPS Face Parents shared several challenges they feel Hispanics-Latinos/as/xs/es face within the LPS district. They include language barriers, untrained substitute teachers, limited familiarity with the U.S. education system, stereotypes, bullying, and low expectations. In addition, they mentioned a few external factors that create challenges for parents and students. Language barriers. Language barriers can inhibit school participation from both student and family members. As one parent shared, when “a child comes in and only knows how to speak Spanish, and they take him to a classroom where they only know how to speak English. That’s terrible, that’s terrible!” Moreover, different dialects can affect communication. For instance, Portuguese-speaking students and families have a harder time because most of the bilingual people who are available in LPS speak English and Spanish, but not Portuguese. As a result, some of the bilingual students are asked to serve as translators for languages they do not know. More specifically, if no one speaks Portuguese a Spanish speaking child will be asked to serve as a translator but this child struggles serving as a language broker because Spanish and Portuguese are not the same language. Untrained substitute teachers. According to the parents, substitute teachers make mistakes and sometimes mark their child(ren) absent when they are in fact present in class. For example, a parent received a phone call that made them nervous because they had just taken their child to school, but a substitute called them in error to tell them that their child was not in school. Limited familiarity with the U.S. education system. Some of LPS’s Hispanic-Latino/a/x/e parents come from very different education backgrounds, so they are not familiar with the U.S. assessments and grading systems, as well as the school rituals and routines. One parent was unclear about how homework is handled as her child does not bring homework home, and when the parent asks, the child says it was finished at school. It is important to note that this parent’s experience with homework is significantly different from the aforementioned parent who said homework was being sent home consistently. Also, the food in U.S. schools is unfamiliar to the students as they do not always like pizza, hamburgers, and hotdogs, instead they want foods that are familiar to them: “rice, broth, beans, and lentils”. Stereotypes. The parents shared several stereotypes they encountered in the LPS system that create challenges for Hispanics-Latinos/as/xs/es. They include, “Hispanics/Latinos are loud”, “Hispanics/Latinos move into a neighborhood and damage it”, and “Hispanics/Latinos are scandalous.” In addition, they have encountered people who just assume everyone who is Hispanic-Latino/a/x/e is from Mexico, but this ethnic group is not monolithic. Instead, it is composed of a wide range of cultural and ethnic backgrounds. Bullying. Several parents also brought up bullying as challenge Hispanics-Latinos/as/xs/es students face. One parent shared, “my child is being bullied a lot at school and it affects them emotionally.” Another parent mentioned that her two children have been bullied multiple times. She then spoke about how aggressive or uncontrolled behaviors of classmates can negatively affect children. Another parent had to report a bullying incident that involved a classmate sending her elementary student inappropriate text messages. 42 �Low expectations. According to one parent, Hispanic-Latino/a/x/e students are not being pushed enough. This parent further shared that her child told her they do not do anything in English class, so the parent wonders, “What are they learning?” if they are not doing anything. External factors. Parents also mentioned a few external factors that are affecting both parents and students. For instance, they want to participate in school activities, but they are busy with work. Parents also mentioned their children are affected by external factors like music, the internet, and technological devices. One parent asserted, “we are raising mummies” when she explained how technology is influencing children's development. Hispanic-Latino/a/x/e Parent Recommendations for Improvement Parents shared several recommendations that they feel would improve the experience of Hispanics-Latinos/as/xs/es within the LPS district. They include adding more bilingual adults, more safety trainings, more bullying prevention, more sports and extracurricular programs, and more cultural exchanges within the school community, in addition to other recommendations. More bilingual adults. LPS needs more bilingual adults (Spanish as well as Portuguese) who can help the teachers. Another suggestion was to have two teachers team instruct the children together, one who speaks English and one who speaks Spanish. The parent felt a bilingual teacher would be welcoming for the children during the learning process. In addition, parents believe English speaking teachers should work on becoming bilingual. As one parent shared, “Education is two-way, the teacher learns from the student just as the student learns from the teacher. A teacher who only masters their language does not have effective communication with the student.” In addition, parents and the community also learn as well. “Everyone gets rich and grows.” Another suggestion was to have bilingual mentors within the same school who teach children how to adapt to the new school system as well as a mentor for the parents to help them learn about the district and navigate U.S. school systems. Some families also need help with knowing how to fill out applications, how to communicate with the nurse or social worker, how transportation works, and how to access English classes for parents. More safety trainings. Parents also want more security related trainings. They are concerned about the shootings that have been happening inside U.S. schools and they want LPS to teach the children how they can handle such situations without panicking. One parent noted that emergency drills used to happen more before Covid. They want the reestablishment of drills, trainings, and seminars that help children know how to stay safe during various types of emergencies. They also suggested that the district establish plans for how to communicate with non-English speaking parents during such emergencies and share those plans with the parents. In addition, parents would like information sessions that teach parents about the dangers on the internet for children and how to put parental controls on electronic devices. More bullying prevention. Parents would like the adults in the schools to take better action on bullying matters. They would like to see a program that helps children overcome bullying and provides a platform for children to be heard. They said schools need to give a lot more talks about what bullying is and how to react to it. Also, each school should be provided with a counselor or a psychologist, someone beyond a teacher, who can talk to the children involved. A program that “follows up with the aggressor because they really need the most help.” 43 �More sports and extracurricular programs. Parents want more sports programs to be made available to the students. They feel sports are great because they teach discipline, education, character, healthy mental and physical habits, as well as encourage students to keep their grades up. In addition to sports, parents believe more extracurricular activities like afterschool programs, crafts, and community service opportunities that promote responsibility are needed. More cultural exchanges. Parents suggested that more cultural exchanges should occur within LPS. The Hispanics-Latinos/as/xs/es within this district are not a monolithic group, but instead have rich diversity. One parent asserted that every American could be enriched learning about Hispanic-Latino/a/x/e cultures (e.g., folklore, customs, history, food). Another parent suggested holding cultural weeks where students and families in the entire district get to discover all of the different cultures present in LPS. They also suggested reaching out to retired family members (i.e., grandparents) who might be able to join in on school activities in the place of parents who cannot attend because of work. In addition, they would like to see a more inclusive cafeteria menu that offers a variety of cultural dishes. Other recommendations. Parents had a few more recommendations. First, they believe establishing a few newcomer schools that provide bilingual education until children are ready for English only education. Parents would like more support, rules, and trainings for substitute teachers. They would also like more links, connections, or information about additional community resources such as emotional therapists and speech therapists. 4.3 Hispanic-Latino/a/x/e Student Focus Group Results Like the Hispanic-Latino/a/x/e parents and employees, the elementary, middle, and high school students were also very forthcoming with their perspectives on what they like about LPS, how they define academic success, the challenges Hispanics-Latinos/as/xs/es face in the LPS district, and their recommendations for improvement. What Hispanic-Latino/a/x/e Students Like about LPS During the focus groups, Hispanic-Latino/a/x/e students were asked what they liked about LPS. Diversity. Overall, the students like how racially and ethnically diverse LPS is. One student shared that diversity makes life more interesting. Another student mentioned the different flags that are hanging up in their school while another highlighted the cultural celebrations or potlucks that are held because both feel they acknowledge and celebrate the different LPS cultures. Racial/ethnic discussions. Students especially like when race/ethnicity is talked about in school because they believe such discussions increase people’s understanding and awareness of others which helps the overall community. One student, in particular, liked that the school was holding these focus groups because they gave the students an opportunity to share their school experiences, which was viewed as a gesture from caring people who are trying to make things better. 44 �Translation supports. They appreciated the use of adult translators, translated materials, peers/buddies who translate, and translation tools like Google Translate because such supports help to improve their understanding and communications. Community connections. The students also liked the connections they have made with other students, and some of the adults in the school community (e.g., guidance counselor, social workers, and translators). Students especially like it when teachers contact parents for positive reasons (e.g., doing a good job, earning a field trip for good behavior) or when parents advocate for them (e.g., need extra time or help). They also looked favorably upon the opportunities they have had to learn about other cultures (e.g., new vocabulary, customs). Lastly, a student described the Hispanics-Latinos/as/xs/es within LPS as a large accepting, “nice community” that “feels like home.” How LPS Hispanic-Latino/a/x/e Students Define Academic Success LPS Hispanic-Latino/a/x/e students had a variety of definitions for academic success. About half of the students defined academic success as having good grades in school. Some students further clarified that good grades meant getting straight As. Other definitions included having perfect attendance, demonstrating good behavior, paying attention, skipping a grade, being on time, being really smart, having a positive attitude, earning free time and bonus stuff, learning how to speak English, being an active member in the school community, attending honors classes, graduating from high school, and going to college. One student said academic success occurs when a student tries their hardest or best to “to keep up with schoolwork and their family stuff.” Another student clarified that academic success is more than just getting a job, it is having “the knowledge to do whatever you want in the future.” Lastly, an academically successful student not only gets along with their classmates, but they also help their peers to succeed by sharing what they have learned. Challenges LPS Hispanic-Latino/a/x/e Students Face Students shared several challenges they feel Hispanics-Latinos/as/xs/es face within the LPS district. They include assumptions and stereotypes, micro- and macro-aggressions, bullying and harassment, unfair treatment and inequities, lack of representation, academic language-related difficulties, lack of trust in adults, and other challenges. Assumptions and stereotypes. According to the focus group participants, people often jump to conclusions about the Hispanic-Latino/a/x/e students based on color of their skin, the languages they speak, and their cultural backgrounds. The most common assumptions or stereotypes students have heard within the school community include Hispanics-Latinos/as/xs/es are “trouble”, “loud”, “aggressive”, “poor”, “illegal immigrants”, “on government help”, and “dumb”. In addition, students have experienced people in the school system who assume because someone is Hispanic-Latino/a/x/e they are more likely to “go to church”, eat “tacos” and “spicy food” “do something wrong”, “steal something”, “pick or start a fight”, “have an attitude”, “get into trouble”, or “have abusive parents”. One middle school student shared, “Everyone always says that they hate the Portuguese and Brazilian kids because of how loud they are.” One student has noticed when something bad happens on the news that involves a Hispanic-Latino/a/x/e, people are more likely to make negative assumptions about others from that culture. When we asked the students why they thought the discipline rates for Hispanic-Latino/a/x/e students in 45 �LPS were so high, they said that they believe “culture clashes” are occurring and “mannerisms are being misinterpreted” or “perceived as disrespectful” by the teachers. The students further explained that Hispanic-Latino/a/x/e students cannot be themselves because they will be told they are acting inappropriately or wrong. Lastly, students who identify as Hispanic-Latino/a/x/e but only speak English often encounter people who assume they speak Spanish or Portuguese. When they are unable to converse, they are told they are not really Hispanic-Latino/a/x/e often by others from the same ethnic group. Similar sentiments have been expressed towards students whose skin tones do not match what others assume Hispanics-Latinos/as/xs/es should look like. Micro- and macro-aggressions. Hispanic-Latino/a/x/e students often experience micro- and macro-aggressions. They shared various back-handed compliments they encounter from teachers and other students. For instance, “Oh, you’re quiet for a Hispanic girl!”, “Wow, you’re very polite for a Puerto Rican!”, “Why are you trying to act like you’re White?”, “You’re really smart for a Hispanic or Puerto Rican!”, “You’re more intelligent than I would’ve thought you were!”, “You’re a lot more well-spoken than I would’ve expected!”, and “I’m surprised how good your grades are!” One student clarified that comments like those mentioned above were usually stated in a friendly manner, but the deliverer’s intentions did not have the desired impact. In addition, this student experienced people touching and commenting on their hair in uncomfortable ways (e.g., your hair is like rope). Hispanic-Latino/a/x/e students also experience racial slurs, blatant insults, or putdowns. Another student commented that “negative people are mean to successful people”. Students in LPS who are viewed as acting White are referred to as “White-washed.” Students from multiple cultural backgrounds in LPS have been called “mutts” or from a “mixed breed”. The students said even when people are joking around (e.g., “You dirty Mexican”, “You tiny Hispanic”), they do not find it funny. Bullying and harassment. LPS Hispanic-Latino/a/x/e students get bullied for their race and culture, the way they look, and how they talk. Bullying occurs both verbally and physically. Cyberbullying often trickles into the school and fights that started online will escalate into a physical altercation when students come into contact with one another. The “No sabo kids”, Hispanic-Latino/a/x/e students who do not speak Spanish or Portuguese, are often invalidated by their peers. They are told they are not Hispanics-Latinos/as/xs/es if they do not speak Spanish and/or Portuguese. For those who do speak Spanish, some have encountered English speakers who have told them to “go back to your country if you want to speak Spanish.” In addition to bullying, the female students we interviewed experienced harassment in elementary, middle, and high school. Some of the girls shared that they have been touched in uncomfortable ways by their peers without their consent. When the students were asked if they had ideas on how to stop bullying, one student did not think there was a way to stop it because “we can’t control how other people act.” Unfair treatment and inequities. Hispanics-Latinos/as/xs/es have experienced unfair treatment and inequities in the LPS school system. As one student explained, “they say they don’t treat you [Hispanic-Latino/a/x/e] differently, but they do…especially teachers.” Students reported being looked down upon by some teachers, guidance counselors, and security guards. Some students do not go to school because they do not like the way they are treated by the adults. They would rather not be in school, so they do not have to be in an environment that makes them feel inferior. A student said that some parents also avoid going to the schools because of how they are 46 �treated. One student was called a racial slur by another student in class and the teacher did not address it. Instead, the student felt the teacher was kind of “egging on” the offending student. Then the teacher did something that the student referred to as “racist”, and according to the student the teacher did not experience any consequences. The student felt it was “not fair” because the school “didn’t really acknowledge” the teacher’s inappropriate behaviors. When the system incorrectly had the wrong schedule for another Hispanic-Latino/a/x/e student, multiple adults jumped to the conclusion that the student was skipping classes when in fact the issue was a logistical error in the system. Another student had a guidance counselor who was perceived as unsupportive and having low expectations of the student. Hispanics-Latinos/as/xs/es in LPS are more often placed in lower-level classes. Hispanic-Latino/a/x/e students have been racially profiled by security guards when they happen to be in the wrong place at the wrong time. They have also experienced inequities in discipline responses. They have noticed when White students get in trouble the consequences are less harsh than the ones Hispanic-Latino/a/x/e receive. Like Hispanic-Latino/a/x/e employees, Hispanic-Latino/a/x/e students also felt they have to work harder than other racial or ethnic groups to achieve similar goals (e.g., scholarship opportunities, place in higher level courses). One student described the systematic differences in the LPS as follows “it [going to school] is kind of normal … for regular Americans.” For this reason, another student explained, some immigrants feel they need to Americanize themselves because it is required to be successful because as another student put it, you “might live in America, but it doesn’t mean you’re American.” This student also emphatically shared, “I don't like when people use that term, American, I feel like it is putting you in a certain class that you shouldn’t be put in.” Lack of representation. Hispanic-Latino/a/x/e students do not feel represented within the school and within the city as one student exclaimed, “It’s to the point that we don’t have any kind of representation anywhere.” Very few multilingual teachers and teachers of color are working in the district. Very few Hispanics-Latinos/as/xs/es are enrolled in higher level classes so some students who are eligible will not take those classes because they do not want to “feel out of place”, “isolated”, and “awkward”. They are also not represented in their textbooks or in the curriculum. As one student shared, “our ethnicity and culture are not really brought to life” in the classroom. Another student felt the teachers appear to feel awkward when talking about race so such discussions are not being held as often as they should. Academic language-related difficulties. Some Hispanic-Latino/a/x/e students experience academic language-related difficulties. The students felt there was not enough help for students learning English and they “don't have the same opportunities to perform and get the same grades as other students.” Newcomer or multilingual students can find it difficult to pass tests when they do not know English yet and tests like MCAS are only provided in English. Multiple students told us that their EL class was not helpful because they were not engaging in English lessons instead the course was treated like a study hall, and they were told to do the homework they had for other classes. One student said the EL class was, “a waste of time.” Another student told us that when they were younger, teachers would pull them out of class to have them serve as a translator for an EL in another class. Because the student was constantly being pulled out of class to serve as a translator for someone else, they got behind in their own studies. 47 �Lack of trust in adults. Many of the students who participated in the focus groups did not have an adult at school they feel comfortable going to if they had an issue or a problem. One said they are scared of them, another said they do not trust them, while another said the teachers do not really understand them. In addition, one student avoids telling teachers something during class because other students are nosey and eavesdrop. Other challenges. A few other challenges were cited by students. They included coping with trauma and mental health related issues, being involved with gangs, having limited knowledge of their rights as students, having to work to support their families, and being the first generation to finish high school or attend college. They also mentioned a lack of connection and communication between teachers and the Hispanic-Latino/a/x/e parents as well as the pandemic as additional challenges. LPS Hispanic-Latino/a/x/e Students’ Recommendations for Improvement Students shared several recommendations that they feel would improve the Hispanic-Latino/a/x/e experience within the LPS district. They include increasing Hispanic-Latino/a/x/e representation, educator-related suggestions, encourage more connections, provide more language-related academic supports, offer more clubs and social opportunities, improve awareness, and other recommendations. More Hispanic-Latino/a/x/e representation. LPS needs more diversity in their staff so the adults’ backgrounds match those of the students. Hispanic-Latino/a/x/e students would like more teachers of color and more multilingual educators. The students feel more comfortable and calmer with teachers of color that understand them and can relate to their experiences. The students think students would be more respectful if more teachers of color were present because they would be able to be themselves. If students need help, they are more likely to approach a staff member who has a similar background to theirs. In addition to the educators, students would also like more representation within the city, the curriculum, their textbooks, their daily lessons, and the community (e.g., memorials). Moreover, students would like culture and race related topics integrated into their classes (e.g., slavery). They believe teachers should start talking about race early so students understand at a young age that it is inappropriate to speak badly about other races and cultures. They would also like more students of color in higher level classes. Lastly, the students suggested having world language classes in all grades not just in the high school. Educator-related suggestions. In addition to teachers of color and multilingual teachers, students would like more culturally responsive White educators who are understanding and accepting of differences. They would like for teachers, counselors, and other adults in the school district to treat students fairly. They would like for them to have higher standards for HispanicLatino/a/x/e students. They want them to encourage students to do better and to prepare to go to college. They would like for their educators to provide more guidance as well as academic and social support. Lastly, they would like for teachers to be held accountable when they do say or do something inappropriate. Encourage more connections. Students would like to see more connections between teachers and parents. They would also like students to develop connections with each other more through 48 �integrated opportunities where they can get to know each other and learn from each other. A student suggested adding a community service requirement so students can make connections to their community. They suggested drawing upon community resources like the Latinx Community Center for Empowerment, Teen Block, and Mill City Grows. Provide more language-related academic supports. Another recommendation students made was to provide more academic support, especially for reading in English as that skill affects every class. Students felt more time to practice English was needed. Classes should have bilingual teachers or access to translators as well as tools like Spanish-English dictionaries and Google Translate when needed. The MCAS and other standardized tests should be provided in multiple languages. They would like to see bilingual study groups established for doing homework and more group work being employed in classrooms. Offer more clubs and social opportunities. Students would like to see more clubs and social opportunities in all grades, especially those that are related to culture and language. For high school clubs that exist, consider holding some or all meetings during lunch so students who have to work after school still have an opportunity to participate. They also think existing clubs (e.g., Gear Up, Tenacity Challenge, Black Unity Club, Latino Club, Anti-Bias Club, etc.) need to be promoted more so students know such opportunities exist. In addition, they suggested having more inclusive sports programs. They are also interested in dance groups, as well as more recess and socializing time. Improve awareness. The Hispanic-Latino/a/x/e students identified several issues that need more awareness and prevention efforts in LPS. First, they suggested starting a bullying prevention campaign. One student suggested having students make signs with sticks they could hold. Other students said the campaign could tell people, “If you don’t have anything nice to say don’t say it at all!”, “Don’t jump to conclusions!”, and “Stop talking behind people’s backs!” Another student suggested having students work through bullying in groups. Second, another student thinks LPS should educate students on what their rights are. Third, an orientation for transfer students should be implemented so they become more aware of what LPS has to offer them (e.g., social workers, clubs, and various kinds of support). Fourth, students believe more should be done about mental health awareness especially because the pandemic exacerbated already existing issues. Other recommendations. Students provided a few other recommendations. They include having elevators that students can use, providing bigger playgrounds with swings, installing a trampoline park and a playroom inside. They also want equitable disciplinary practices (e.g., suspensions) implemented. Lastly, they recommended that LPS increase merit-based scholarship opportunities for Hispanic-Latino/a/x/e students. 49 �5. Limitations All studies have limitations which shed light on possible avenues for future studies or evaluations. The most salient limitations for this formative evaluation include: • It took a long time to establish the contract and data sharing agreement; • The likely impact of Covid-19 pandemic on the school data; • Small sample size on student survey; and • A limited number of current EL students participating in the focus groups. Although this evaluation had these limitations, our findings are still important for the program and for future evaluations of similar programs. 6. Conclusions LPS has experienced a 14.5% increase in Hispanic-Latino/a/x/e student enrollment since the 2017-2018 school year. The district has hired more Hispanic-Latino/a/x/e staff (38.2%) during that same period. The Hispanic-Latino/a/x/e parents have noticed that as the number of Spanish speaking staff has increased within the district, the inclusion and communication within the schools has improved. The district has dedicated teachers who are actively trying to improve the Hispanic-Latino/a/x/e experience. Employees, parents, and students feel the district acknowledges and celebrates the different cultures within LPS. Employees within the district like the increased diversity, the relationships they have, and the Hispanic-Latino/a/x/e culture. Parents like how the district includes families, has good communication, and had students actively learning during the pandemic. Students like how diverse LPS is. They also like having racial/ethnic discussions, having translation supports, and making community connections. However, the district needs to continue improving the Hispanic-Latino/a/x/e experience within the district by amending some current practices and adapting to students’ varying needs and cultural backgrounds. The various types of challenges identified need to be addressed: bullying and harassment, low expectations, assumptions, stereotypes, micro- and macro-aggressions, unfair treatment and inequities, limited opportunities, lack of representation, academic languagerelated difficulties, language barriers, lack of trust in adults, turnover, stressful transitions, untrained substitute teachers, limited familiarity with the U.S. education system, and external factors. Also, it is important to note bullying was a main topic of discussion and concern for students and parents, but for employees it was minimally discussed. Considering that several students said they do not have an adult they feel comfortable talking with at school, this fact might explain why the employees do not know such incidents are occurring. The following section provides recommendations for continued improvement based upon the work that has already been started in LPS. 50 �7. Recommendations First and foremost, given the number of Hispanic-Latino/a/x/e students within the district, more Hispanic-Latino/a/x/e educators should be hired. LPS might consider “Grow Your Own Model” that has been successful in Illinois and Washington. More details can be found here: https://www.doe.mass.edu/teach/NationalModels.html. To improve the experience of HispanicsLatinos/as/xs/es in LPS, the recommendations from the employees, parents, and students provided earlier in this report and summarized in the bullets below should be considered and incorporated: • Employees recommended establishing a welcoming environment with more representation for Hispanic-Latino/a/x/e students, families, and staff, more academic opportunities and supports, more flexibility, and more consistency. • Parents recommended adding more bilingual adults, more safety trainings, more bullying prevention, more sports and extracurricular programs, more cultural exchanges within the school community, and other recommendations discussed further in the report. • Students recommended increasing Hispanic-Latino/a/x/e representation in faculty and staff, encourage more connections between members of the school community, provide more language-related academic supports, offer more clubs and social opportunities, improve awareness issues such as bullying, and other recommendations discussed further in the report. In addition, the findings in the Best Practices Report should also be considered and incorporated. They include specific recommendations about how to do each of the following essential elements for building the success of Hispanic-Latino/a/x/e students: • Develop and implement inclusive policies and practices. • Encourage bilingualism and multilingualism. • Connect curricula to students’ cultural backgrounds. • Engage Hispanic-Latino/a/x/e students in classes and have high expectations. • Strengthen communication between schools and Hispanic-Latino/a/x/e families. • Support and understanding familism. • Empower students. • Strengthen relationships between students and school personnel. • Increase community connections and partnerships. • Address racial and ethnic inequalities, discrimination, prejudices, and stereotypes. • Increase resources and supports for students and families. • Increase mental health resources and supports. 51 �References City of Lowell. (n.d.). Public school zones. https://www.lowellma.gov/DocumentCenter/View/14355/PublicSchoolZones_CEDITED Fortaleza. (2021, November 16). About [Facebook page]. https://www.facebook.com/FortalezaLowell/about/. Granberry, P., & Mattos, T. (2017). Latinos in Massachusetts selected areas: Lowell. Gastón Institute Publications, 222, 1-12. https://scholarworks.umb.edu/gaston_pubs/222 Massachusetts Department of Elementary and Secondary Education. (2021). School and district profiles: Lowell. https://profiles.doe.mass.edu/general/general.aspx?topNavID=1&leftNavId=100&orgcod e=01600000&orgtypecode=5 U.S. Census Bureau. (2020). QuickFacts: Lowell city, Massachusetts. https://www.census.gov/quickfacts/lowellcitymassachusetts 52 �Appendices 53 �Appendix A Student Focus Group Protocols English Version Topics Perceptions of School/District • • • • • • • • • • Communicating with Parents Supports or Resources • • • • Family and Community Connections • Question Examples How do you identify racially or ethnically? Do you prefer Latina/Latino/Latinx/Latine or Hispanic? Can you tell me about your experiences as a Latina/o/x/e or Hispanic student in Lowell Public Schools? What, if anything, do you like about your experience as a Latina/o/x/e or Hispanic in this school district? What, if anything, would you like to change about the Latina/o/x/e or Hispanic experience in this school district? How would you describe academic success for Latina/o/x/e or Hispanic students in Lowell Public Schools? What, if anything, do you like about the school you are attending or this school district? What, if anything, would you like to change about the school you are attending or this school district? Have you noticed any positive or negative outcomes for Latinas/os/xs/es or Hispanics in this district? If so, what are they? How many of your classes focus on Latinas/os/xs/es or Hispanics? Do any of your classes link to your own experiences outside of school? o (If yes) Can you tell me about these classes? o (If no) Why do you think that is? Can you tell me about any clubs that support you as a Latina/o/x/e or Hispanic student? What are some ways the school contacts you and your family? Do you think these methods are effective? What kinds of school provided resources or supports have you used? (translators, afterschool programs, ESL classes, phone calling system, etc.). Which ones are working for you and which ones aren’t? What kinds or supports or resources do you think Latinas/os/xs/es or Hispanics need? Do you feel comfortable talking to somebody in the school district about your needs? Do you think other Latinas/os/xs/es or Hispanics in the district feel comfortable going to the schools? Why or why not? In what ways are you supported by your family in terms of your education – at home? – at school? 54 �• • • Assets & Needs • • • External Factors • Recommendations • • Additional Comments • What are some underlying assumptions or beliefs that people in your school community have about Latinas/os/xs/es or Hispanics students and their families? What are some ways the school has tried to involve you and other Latina/o/x or Hispanic students? What are some ways you would like to participate? How often would you like to participate? What do you think is the benefit of having Latina/o/x/e or Hispanic students in the school system? What, if anything, do you or other Latina/o/x/e or Hispanic students need to be successful in school? Are there any other needs that Latinas/os/xs/es or Hispanics in this district have that are not being met? Are there any things outside of school that influence you or other Latina/o/x/e students’ ability to be successful? What are some ways the school can reach out to Latina/o/x/e or Hispanic students and their families? What are some recommendations you have to help improve the Latina/o/x/e or Hispanic experience in your school and/or in your district? Are there any other comments or suggestions you like to share? 55 �Spanish Version Temas Percepciones de la escuela/Distrito • • • • • • • • • • Comunicarse con los Padres • Apoyos o Recursos • • • Conexiones familiares y comunitarias • Ejemplos de preguntas ¿Cómo identificas su raza o etnia? ¿Prefieres Latina/Latino/Latinx/Latine o Hispano? ¿Me puede contar sobre sus experiencias como estudiante latina/o/x/e o hispana en las Escuelas Públicas de Lowell? ¿Qué le gusta de sus experiencias como latina/o/x/e o hispana en este distrito escolar? ¿Qué le gustaría cambiar sobre la experiencia latina/o/x/e o hispana en este distrito escolar? ¿En su opinión, que es el éxito académico para las estudiantes latinas/os/xs/es o hispanos en las Escuelas Públicas de Lowell? ¿Qué le gusta de la escuela a la que asiste o de este distrito escolar? ¿Qué le gustaría cambiar de la escuela a la que asiste o de este distrito escolar? ¿Ha notado algún resultado positivo o negativo para las latinas/os/xs/es o hispanas en este distrito? Si es así, ¿Que son? ¿Cuántas de sus clases se enfocan en latinas/os/xs/es o hispanas? ¿Alguna de sus clases se relaciona con sus propias experiencias fuera de la escuela? o (En caso afirmativo) ¿Puede hablarme de estas clases? o (Si no) ¿Por qué crees que es eso? ¿Puedes hablarme de algún club que te apoye como estudiante latina/o/x/e o hispana? ¿Cuáles son algunas formas en que la escuela se comunica con usted y su familia? ¿Crees que estos métodos son efectivos? ¿Qué tipo de recursos o apoyos proporcionados por la escuela ha utilizado? (traductores, programas extracurriculares, clases de ESL, sistema de llamadas telefónicas, etc.). ¿Cuáles te funcionan y cuáles no? ¿Qué tipo de apoyos o recursos cree que necesitan las latinas/os/xs/es o las hispanas? ¿Se siente cómodo hablando con alguien en el distrito escolar sobre sus necesidades? ¿Crees que otras estudiantes latinas/os/xs/es o hispanas en el distrito se sienten cómodas yendo a las escuelas? ¿Por qué o por qué no? ¿De qué manera recibe apoyo de su familia en términos de su educación, en el hogar? - ¿en la escuela? 56 �• • • Activos y necesidades • • • Factores externos • Recomendaciones • • Comentarios adicionales • ¿Cuáles son algunas suposiciones o creencias que tienen las personas en su comunidad escolar acerca de los estudiantes latinos/os/xs/es o hispanos y sus familias? ¿Cuáles son algunas de las formas en que la escuela ha tratado de incluir a usted y a otras estudiantes latinas/os/xs/es o hispanos? ¿Cuáles son algunas formas en las que le gustaría participar? ¿Con qué frecuencia le gustaría participar? ¿Cuál cree que es el beneficio de tener estudiantes latinas/os/xs/es o hispanos en el sistema escolar? ¿Qué necesitan usted y otras estudiantes latinas/os/xs/es o hispanos para tener éxito en la escuela? ¿Hay otras cosas que las latinas/os/xs/es o las hispanas en este distrito necesitan? ¿Hay cosas fuera de la escuela que influyan en la capacidad de usted o de otras estudiantes latinas/os/xs/es para tener éxito? ¿Cuáles son algunas otras formas en que la escuela puede comunicarse con las estudiantes latinas/os/xs/es o hispanos y sus familias? ¿Qué otras recomendaciones tiene para mejorar la experiencia latina/o/x/e o hispana en su escuela y/o en su distrito? ¿Hay algún otro comentario o sugerencia que le gustaría compartir? 57 �Appendix B Parent/Guardian Focus Group Protocols English Version Topics Perceptions of School/District • • • • • • • • • Communicating with Parents Supports or Resources • • • • Family and Community Connections • • • • Question Examples How do you identify racially or ethnically? Do you prefer Latina/Latino/Latinx/Latine or Hispanic? Can you tell me about your experiences as a Latina/o/x/e or Hispanic parent in Lowell Public Schools? What, if anything, do you like about your experience as a Latina/o/x/e or Hispanic in this school district? What, if anything, would you like to change about the Latina/o/x/e or Hispanic experience in this school district? How would you describe academic success for Latina/o/x/e or Hispanic students in Lowell Public Schools? What, if anything, do you like about the school your child is attending or this school district? What, if anything, would you like to change about the school your child is attending or this school district? Have you noticed any positive or negative unanticipated outcomes for Latinas/os/xs/es or Hispanics in this district? If so, what are they? Do you know if your child has any classes that have a focus on Latinas/os/xs/es or Hispanics in the U.S.? What are some ways the school contacts you? Do you think these methods are effective? What kinds of school provided resources or supports have you used? (translators, afterschool programs, ESL classes, phone calling system, etc.). Which ones are working well, and which ones aren’t? What kinds or supports or resources do Latinas/os/xs/es or Hispanics need? Do you feel comfortable talking to somebody in the district about your child’s and your needs? Do you think other Latinas/os/xs/es or Hispanics in the district feel comfortable going to the schools? Why or why not? In what ways do you support your child in terms of their education – at home? – at school? What are some underlying assumptions or beliefs that people in your school community have about Latina/o/x/e or Hispanic students and their families? What are some ways the school has tried to involve you and other Latina/o/x/e or Hispanic parents? What are some ways you would like to participate? How often would you like to participate? 58 �Assets & Needs • • • • • External Factors • Recommendations • • Additional Comments • What do you think is the benefit of having Latina/o/x/e or Hispanic students and families in the school system? How might the school tap into those benefits? What does your child(ren) or other Latina/o/x/e or Hispanic students need to be successful in school? What, if anything, do you or other Latina/o/x/e or Hispanic parents need in supporting your/their child(ren)’s education? Are there any other needs that Latinas/os/xs/es or Hispanics have in this district that are not being met? What kinds of external factors (things that are outside of your control) have an influence on Latinas/os/xs/es or Hispanics in this school district? What are some other ways the school can reach out to Latina/o/x/e or Hispanic parents? What are some other recommendations you would provide to the Lowell Public Schools to help improve the Latina/o/x/e or Hispanic experience in your school and/or in your district? Are there any other comments or suggestions you like to share? 59 �Spanish Version Temas Percepciones de la escuela/Distrito • • • • • • • • Comunicarse con los Padres Apoyos o Recursos • • • • Conexiones Familiares y Comunitarias • • • • Activos y necesidades • Ejemplos de Preguntas ¿Cómo identificas su raza o etnia? ¿Prefieres Latina/Latino/Latinx/Latine o Hispano? ¿Puede contarme sobre sus experiencias como pariente latina/o/x/e o hispana en las Escuelas Públicas de Lowell? ¿En su opinión, que es el éxito académico para las estudiantes latinas/os/xs/es o hispanos en las Escuelas Públicas de Lowell? ¿Qué le gusta de ser latina/o/x/e o hispana en este distrito escolar? ¿Qué le gusta de la escuela a la que asiste su hijo o de este distrito escolar? ¿Qué le gustaría cambiar de la escuela a la que asiste su hijo o de este distrito escolar? ¿Ha notado algún resultado positivo o negativo para las latinas/os/xs/es o hispanas en este distrito? Si es así, ¿Que son? ¿Sabe si su hijo tiene alguna clase que tiene un enfoque en latinas/os/xs/es o hispanas en los estados unidos? ¿Cuáles son algunas formas en que la escuela se comunica con usted? ¿Crees que estos métodos son efectivos? ¿Qué tipo de recursos o apoyos proporcionados por la escuela ha utilizado? (traductores, programas extracurriculares, clases de ESL, sistema de llamadas telefónicas, etc.). ¿Cuáles funcionan bien y cuáles no? ¿Qué tipos de apoyos o recursos necesitan las latinas/os/xs/es o las hispanas? ¿Se siente cómodo hablando con alguien en el distrito sobre las necesidades de su hijo y las suyas? ¿Crees que otras latinas/os/xs/es o hispanas en el distrito se sienten cómodas hablando con alguien en las escuelas? ¿Por qué o por qué no? ¿De qué manera apoya a su hijo en términos de su educación, en casa? - ¿en la escuela? ¿Cuáles son algunas suposiciones o creencias que tienen las personas en su comunidad escolar acerca de los estudiantes latinos/os/xs/es o hispanos y sus familias? ¿Cuáles son algunas formas en que la escuela ha tratado de incluir a usted y a otros padres latinas/os/xs/es o hispanos? ¿Cuáles son algunas formas en las que le gustaría participar? ¿Con qué frecuencia le gustaría participar? ¿Cuál cree que es el beneficio de tener estudiantes y familias latinas/os/xs/es o hispanas en el sistema escolar? 60 �• • • • Factores externos • Recomendaciones • • Comentarios Adicionales • ¿Cómo podría la escuela aprovechar esos beneficios? ¿Qué necesitan su(s) hijo(s) o otras estudiantes latinas/os/xs/es o hispanos para tener éxito en la escuela? ¿Qué necesitan usted o otros parientes latinas/os/xs/es o hispanos para apoyar la educación de su(s) hijo(s)? ¿Hay otras cosas que las latinas/os/xs/es o las hispanas en este distrito necesitan? ¿Qué tipo de factores externos (cosas que están fuera de su control) tienen influencia en las latinas/os/xs/es o hispanas en este distrito escolar? ¿Cuáles son algunas otras formas en que la escuela puede comunicar con las parientes latinas/os/xs/es o hispanos? ¿Qué otras recomendaciones tienen para mejorar la experiencia latina/o/x/e o hispana en su escuela y en su distrito? ¿Hay algún otro comentario o sugerencia que le gustaría compartir? 61 �Appendix C Employee Focus Group Protocols English Version Topics Perceptions of School • • • • • • • Supports or Resources • • • Family and Community Connections • • • Assets & Needs • • • Question Examples How do you identify racially or ethnically? Do you prefer Latina/Latino/Latinx/Latine or Hispanic? Can you tell me about your experiences as a Latina/o/x/e or Hispanic employee in Lowell Public Schools? How would you describe academic success for Latina/o/x/e or Hispanic students in Lowell Public Schools? What, if anything, do you like about your experience as a Latina/o/x/e or Hispanic in this school district? What, if anything, would you like to change about the Latina/o/x/e or Hispanic experience in this school district? Have you noticed any positive or negative unanticipated outcomes for Latinas/os/xs/es or Hispanics in this district? If so, what are they? Do you or any other teachers offer classes that focus on Latinas/os/xs/es? Do you have sections of your classes that center Latina/o/x/e or Hispanic histories or culture in the U.S.? What kinds of resources or supports does the district provide for Latinas/os/xs/es or Hispanics? Which ones are working well, and which ones aren’t? What kinds or supports or resources do Latinas/os/xs/es or Hispanics need? Do you feel comfortable talking to somebody in the district about your experiences as a Latino/a/x/e? Do you think other Latinas/os/xs/es or Hispanics in the district feel comfortable in this district? Why or why not? What are some underlying assumptions or beliefs that people in your school community have about Latinas/os/xs/es or Hispanic students and their families? What are some ways the school or district has tried to involve Latinas/os/xs/es or Hispanics? What are some ways you think Latinas/os/xs/es or Hispanics would like to participate? How often do you think they would like to participate? What benefits do Latina/o/x/e or Hispanic students & families bring to the district? How might the district capitalize on those benefits? What, if anything, do Latina/o/x/e or Hispanic students need to be successful in school? 62 �• • External Factors • Recommendations • • Additional Comments • What, if anything, do Latina/o/x/e or Hispanic parents need to support their child(ren)’s education? Are there any other needs that Latinas/os/xs/es or Hispanics have in this district that are not being met? Are there any things outside of school that influence Latina/o/x/e students’ ability to be successful? What are some ways the school can reach out to Latinas/os/xs/es or Hispanics in the district? What are some recommendations you would provide to the Lowell Public Schools to help improve the Latina/o/x/e or Hispanic experience in your school and/or in your district? Are there any other comments or suggestions you would like to share? 63 �Spanish Version Temas Percepciones de la escuela • • • • • • • Apoyos o Recursos • • • Conexiones familiares y comunitarias • • • Activos y necesidades • • • • Ejemplos de preguntas ¿Cómo identificas su raza o etnia? ¿Prefieres Latina/Latino/Latinx/Latine o Hispano? ¿Puede contarme sobre sus experiencias como empleada latina/o/x/e o hispana en las Escuelas Públicas de Lowell? ¿En su opinión, que es el éxito académico para las estudiantes latinas/os/xs/es o hispanos en las Escuelas Públicas de Lowell? ¿Qué le gusta de ser latina/o/x/e o hispana en este distrito escolar? ¿Qué le gustaría cambiar sobre la experiencia latina/o/x/e o hispana en este distrito escolar? ¿Ha notado algún resultado positivo o negativo para las latinas/os/xs/es o hispanas en este distrito? Si es así, ¿Que son? ¿Usted o algún otro maestro ofrece clases que se enfocan en latinas/os/xs/es? ¿Tiene secciones de sus clases que se centren en historias o cultura latina/o/x/e o hispana en los estados unidos? ¿Qué tipo de recursos o apoyos brinda el distrito a las latinas/os/xs/es o hispanas? ¿Cuáles funcionan bien y cuáles no? ¿Qué tipo de apoyos o recursos necesitan las latinas/os/xs/es o las hispanas? ¿Se siente cómodo hablando con alguien en el distrito sobre sus experiencias como latino/a/x/e? ¿Cree que otras latinas/os/xs/es o hispanas en el distrito se sienten cómodas en este distrito? ¿Por qué o por qué no? ¿Cuáles son algunas suposiciones o creencias que tienen las personas en su comunidad escolar acerca de los estudiantes latinos/os/xs/es o hispanos y sus familias? ¿Cuáles son algunas formas en que la escuela o el distrito ha tratado de incluir a las latinas/os/xs/es o hispanas? ¿En su opinión, cuáles son algunas formas que las latinas/os/xs/es o hispanas les gustaría participar? ¿Con qué frecuencia cree que les gustaría participar? ¿Qué beneficios traen los estudiantes y familias latinas/os/xs/es o hispanas al distrito? ¿Cómo podría el distrito capitalizar esos beneficios? ¿Qué necesitan las estudiantes latinas/os/xs/es o hispanos para tener éxito en la escuela? ¿Qué necesitan los padres latinos/as/xs/es o hispanos para apoyar la educación de sus hijos? 64 �• Factores externos • Recomendaciones • • Comentarios adicionales • ¿Hay otras necesidades que tienen las latinas/os/xs/es o los hispanos en este distrito que no se están satisfaciendo? ¿Hay cosas fuera de la escuela que influyen las estudiantes latinas/os/xs/es para tener éxito? ¿Como puede la escuela comunicarse mejor con las latinas/os/xs/es o hispanas en el distrito? ¿Qué otras recomendaciones le darían a las Escuelas Públicas de Lowell para ayudar a mejorar la experiencia latina/o/x/e o hispana en su escuela y/o en su distrito? ¿Hay algún otro comentario o sugerencia que le gustaría compartir? 65 �Appendix D 5-Year Student Enrollment in Each of the Lowell Public Schools by Race/Ethnicity It is important to note the total student enrollment provided in Table D.1 for each year applies to all of the figures in this Appendix. Table D.1 5-Year LPS Student Enrollment Totals for Each School Year School Year n 2017-2018 14,436 2018-2019 14,548 2019-2020 14,434 2020-2021 14,023 2021-2022 13,991 Figure D.1 Abraham Lincoln Elementary School 2017-2018 5.1 2018-2019 3.1 2019-2020 2.8 2020-2021 3.7 47.8 2021-2022 4.1 46.9 0% African American 50.5 29.2 49.9 30.8 46.7 10% Asian 20% Hispanic 30% 32 Native American White 60% 3.9 70% 11.4 80% Native Hawaiian, Pacific Islander 90% 4.5 3.9 5.2 100% Multi-Race, Non-Hispanic Note. 2017-2018, n = 487; 2018-2019, n = 509; 2019-2020, n = 493; 2020-2021, n = 460; 2021-2022, n = 484. 66 12 11.3 32 50% 3.7 14 33 40% 11.3 �Figure D.2 Bartlett Community Partnership 2017-2018 9.4 39.7 32.8 15 2.9 2018-2019 8.2 40.9 31 2019-2020 8.6 39.3 34 15.4 2.7 2020-2021 8.9 39.7 33.5 14.3 3.6 2021-2022 8.9 0% 38.1 10% African American Asian 20% Hispanic 30% 16.9 37.4 40% Native American 50% White 60% 2.7 12.1 70% 80% Native Hawaiian, Pacific Islander 3.2 90% 100% Multi-Race, Non-Hispanic Note. 2017-2018, n = 521; 2018-2019, n = 474; 2019-2020, n = 488; 2020-2021, n = 474; 2021-2022, n = 462. Figure D.3 B.F. Butler Middle School 2017-2018 8.1 2018-2019 7.2 2019-2020 7 2020-2021 6.9 31.5 34.5 21.6 5.5 2021-2022 6.8 31.7 34.8 21.6 5.2 0% African American 27.3 26.3 29.4 10% Asian 20% Hispanic 30.3 28.7 5.6 33.5 27 6 24.5 6 33.1 30% 40% Native American 50% White 60% 70% 80% Native Hawaiian, Pacific Islander 100% Multi-Race, Non-Hispanic Note. 2017-2018, n = 534; 2018-2019, n = 567; 2019-2020, n = 571; 2020-2021, n = 550; 2021-2022, n = 515. 67 90% �Figure D.4 Cardinal O'Connell Early Learning Center 2018-2019 6.7 2019-2020 4.6 2020-2021 5.7 2021-2022 25 45.2 23.9 39.4 11.9 African American 32.9 23.8 10% Asian 20% Hispanic 40% Native American 50% White 4.6 25.7 40.5 30% 3.8 27.5 32.9 0% 19.2 2.9 16.7 60% 70% 80% Native Hawaiian, Pacific Islander 6 90% 100% Multi-Race, Non-Hispanic Note. 2018-2019, n = 104; 2019-2020, n = 109; 2020-2021, n = 70; 2021-2022, n = 84; No data was available for 2017-2018. Figure D.5 Charles W. Morey Elementary School 2017-2018 4.9 61.6 2018-2019 4.9 62.4 10.8 17.2 4.3 2019-2020 5 61.8 11 17.5 4.6 2020-2021 5.6 59.9 12.3 17.1 5 16.3 15 2021-2022 4.2 0% African American 9.7 59.4 10% Asian 20% Hispanic 30% 40% Native American 50% White 60% 70% 19.2 80% Native Hawaiian, Pacific Islander 90% 5.1 100% Multi-Race, Non-Hispanic Note. 2017-2018, n = 515; 2018-2019, n = 511; 2019-2020, n = 498; 2020-2021, n = 479; 2021-2022, n = 473. 68 4.3 �Figure D.6 Charlotte M. Murkland Elementary School 2017-2018 5 2018-2019 4.7 45.1 31.7 42.8 2019-2020 6.3 2020-2021 6.3 35 2021-2022 7.3 30.5 0% African American 33.8 40 10% 20% Asian Hispanic 12.6 14.3 38.3 12.8 39.2 15.6 43 30% 40% Native American 50% White 60% 16.1 70% 80% Native Hawaiian, Pacific Islander 90% 5.6 4.3 2.5 3.6 2.9 100% Multi-Race, Non-Hispanic Note. 2017-2018, n = 501; 2018-2019, n = 509; 2019-2020, n = 475; 2020-2021, n = 474; 2021-2022, n = 453. Figure D.7 Dr. An Wang Middle School 2017-2018 8.1 2018-2019 7.6 2019-2020 8.3 2020-2021 9 2021-2022 9.8 0% African American 17.9 39.6 15.8 17.2 17.5 18.2 10% Asian 20% Hispanic 31.1 42 29.8 4.8 40.4 28.8 5.3 39.4 28.9 5.2 27.2 5.6 39.2 30% 40% Native American 3.3 50% White 60% 70% 80% Native Hawaiian, Pacific Islander 100% Multi-Race, Non-Hispanic Note. 2017-2018, n = 692; 2018-2019, n = 688; 2019-2020, n = 715; 2020-2021, n = 668; 2021-2022, n = 665. 69 90% �Figure D.8 Dr. Gertrude Bailey Elementary School 2017-2018 4.3 2018-2019 4.3 2019-2020 5.3 42.3 21.7 26.6 4.1 2020-2021 4.9 42.9 22.1 25 5.1 2021-2022 4.4 23.7 24.3 5 34.8 21.1 38 33.8 21.5 31.3 42.5 0% 10% African American Asian 20% 30% Hispanic 40% Native American 50% White 5.7 60% 70% 4.7 80% Native Hawaiian, Pacific Islander 90% 100% Multi-Race, Non-Hispanic Note. 2017-2018, n = 488; 2018-2019, n = 508; 2019-2020, n = 489; 2020-2021, n = 452; 2021-2022, n = 456. Figure D.9 Dr. Janice Adie Day School 2017-2018 26.9 26.9 2018-2019 17.4 17.4 2019-2020 17 18.9 2020-2021 18 18 2021-2022 15.4 0% African American 10% Asian Hispanic 23.1 32.6 Native American 50% White 60% 6 36.5 70% 5.8 80% Native Hawaiian, Pacific Islander Note. 2017-2018, n = 26; 2018-2019, n = 46; 2019-2020, n = 53; 2020-2021, n = 50; 2021-2022, n = 52. 70 3.8 32 1.9 40% 4.3 32.1 26 25 30% 28.3 28.3 15.4 20% 23.1 90% 100% Multi-Race, Non-Hispanic �Figure D.10 Greenhalge Elementary School 2017-2018 10.4 13.3 2018-2019 12.4 2019-2020 11.6 11 2020-2021 10.8 11.1 2021-2022 13.5 12.9 0% 29.1 43.8 48.2 48.3 20% Asian Hispanic 26.9 3.2 25.2 4 49.7 30% 40% Native American 4.4 25.1 12.3 10% African American 42.6 50% White 4.7 21.5 60% 70% 80% Native Hawaiian, Pacific Islander 3.7 90% 100% Multi-Race, Non-Hispanic Note. 2017-2018, n = 502; 2018-2019, n = 502; 2019-2020, n = 473; 2020-2021, n = 443; 2021-2022, n = 465. Figure D.11 Henry J. Robinson Middle School 2017-2018 11.3 2018-2019 10 2019-2020 8.7 15.1 2020-2021 10.2 12.8 2021-2022 7.2 0% African American 17.3 16.8 Asian 24.3 4.5 45.8 24 3.4 49.9 23.8 48.9 11.3 10% 42.6 26.1 54.6 20% Hispanic 30% 40% Native American 2.5 2 24.6 50% White 60% 70% 80% Native Hawaiian, Pacific Islander 90% 100% Multi-Race, Non-Hispanic Note. 2017-2018, n = 666; 2018-2019, n = 638; 2019-2020, n = 643; 2020-2021, n = 658; 2021-2022, n = 635. 71 2.2 �Figure D.12 James S Daley Middle School 2017-2018 3.7 2018-2019 4.2 2019-2020 3.9 2020-2021 5.1 47.3 2021-2022 4.5 49.3 0% 44.7 10% African American 20% Asian Hispanic 19.9 26.9 4.9 45.8 19 26 5 45.8 18.5 27.1 4.7 30% 17.9 16.9 40% 50% Native American White 60% 70% 25.2 4.5 23.9 5.4 80% Native Hawaiian, Pacific Islander 90% 100% Multi-Race, Non-Hispanic Note. 2017-2018, n = 700; 2018-2019, n = 695; 2019-2020, n = 697; 2020-2021, n = 691; 2021-2022, n = 649. Figure D.13 James Sullivan Middle School 2017-2018 9 14 2018-2019 8.3 15.6 2019-2020 6.5 2020-2021 5.3 2021-2022 6.2 0% African American 39 42.8 12.9 30 4.7 32.2 43.1 13.8 Asian 4 41.5 13.2 10% 33.9 33.4 44.9 20% Hispanic 30% 5.3 30.7 40% Native American 5.3 50% White 60% 70% 80% Native Hawaiian, Pacific Islander 90% 100% Multi-Race, Non-Hispanic Note. 2017-2018, n = 643; 2018-2019, n = 494; 2019-2020, n = 676; 2020-2021, n = 641; 2021-2022, n = 644. 72 4.2 �Figure D.14 John J. Shaughnessy Elementary School 2017-2018 5.4 2018-2019 29 6.7 27.6 2019-2020 5.2 30.8 2020-2021 5.1 30.8 2021-2022 6.1 29.5 0% 10% African American 33.3 20% Asian Hispanic 28.6 34.9 27.8 38.3 30% 40% Native American 50% White 3.5 2.6 23.1 2.7 39.6 21 3.5 41.2 20.4 2.8 60% 70% 80% Native Hawaiian, Pacific Islander 90% 100% Multi-Race, Non-Hispanic Note. 2017-2018, n = 462; 2018-2019, n = 493; 2019-2020, n = 481; 2020-2021, n = 452; 2021-2022, n = 461. Figure D.15 Joseph McAvinnue Elementary School 2017-2018 6 2018-2019 5.5 15.2 50.3 17.7 49.9 2019-2020 7.6 16.9 2020-2021 7.5 16.4 2021-2022 7.4 0% African American 49.8 45.8 15.3 10% Asian 25.5 Hispanic 30% 40% Native American 2.8 21.8 3.8 60% 70% 80% Native Hawaiian, Pacific Islander 5 90% 100% Multi-Race, Non-Hispanic Note. 2017-2018, n = 487; 2018-2019, n = 469; 2019-2020, n = 472; 2020-2021, n = 428; 2021-2022, n = 444. 73 4.4 22.1 50% White 24.1 25.9 50.2 20% 3.1 �Figure D.16 Kathryn P. Stoklosa Middle School 2017-2018 6.4 2018-2019 5 2019-2020 4.5 2020-2021 2021-2022 49.6 29.7 48.4 5.9 4.5 30.7 10% African American 20% Asian Hispanic 3.2 12 3.9 47.4 31.7 12.6 3.8 44.8 33.1 12.5 3.7 45.2 0% 11.1 36.4 30% 40% Native American 50% White 60% 11.6 70% 80% Native Hawaiian, Pacific Islander 2.3 90% 100% Multi-Race, Non-Hispanic Note. 2017-2018, n = 684; 2018-2019, n = 675; 2019-2020, n = 682; 2020-2021, n = 656; 2021-2022, n = 646. Figure D.17 Laura Lee Therapeutic Day School 2017-2018 13 2018-2019 60.9 15 2019-2020 2020-2021 4.3 45 9.5 0% African American 33.3 60.9 5.9 Asian 20% Hispanic 30% 9.5 26.1 47.1 10% 8.7 40 47.6 4.3 2021-2022 13 8.7 29.4 40% Native American 50% White 60% 70% 17.6 80% Native Hawaiian, Pacific Islander Note. 2017-2018, n = 23; 2018-2019, n = 20; 2019-2020, n = 21; 2020-2021, n = 23; 2021-2022, n = 17. 74 90% 100% Multi-Race, Non-Hispanic �Figure D.18 LeBlanc Therapeutic Day School 2017-2018 5.6 2018-2019 5.6 63.9 8.6 2019-2020 3 2020-2021 2.8 2.8 2021-2022 2.6 2.6 54.3 6.1 0% 11.4 30.3 52.8 9.1 38.9 59 Asian 20% 30% Hispanic 5.6 25.7 51.5 10% African American 19.4 2.8 33.3 40% Native American 50% White 60% 70% 2.6 80% Native Hawaiian, Pacific Islander 90% 100% Multi-Race, Non-Hispanic Note. 2017-2018, n = 36; 2018-2019, n = 35; 2019-2020, n = 33; 2020-2021, n = 36; 2021-2022, n = 39. Figure D.19 Lowell High School 2017-2018 11.4 31.7 25.3 28.9 2.6 2018-2019 12.3 30.6 26.3 27.9 2.9 2019-2020 12 30.6 27.5 26.7 3.2 2020-2021 11.1 29.9 30.6 24.7 3.7 2021-2022 11 29.4 0% African American 10% Asian 20% Hispanic 34.9 30% 40% Native American 50% White 60% 20.7 70% 80% Native Hawaiian, Pacific Islander 3.9 90% Multi-Race, Non-Hispanic Note. 2017-2018, n = 3154; 2018-2019, n = 3174; 2019-2020, n = 3011; 2020-2021, n = 3048; 2021-2022, n = 3056. 75 100% �Figure D.20 Moody Elementary School 2017-2018 4.5 18.5 40.3 2018-2019 6.9 17.7 2019-2020 7.6 16.9 2020-2021 6.1 2021-2022 6.2 0% African American 40.8 Asian Hispanic 30% 1.8 29 40% Native American 1.3 32.5 51.5 20% 2.2 29.8 44.7 11.6 3.7 32.5 44.4 14.9 10% 32.9 50% White 60% 70% 80% Native Hawaiian, Pacific Islander 1.2 90% 100% Multi-Race, Non-Hispanic Note. 2017-2018, n = 243; 2018-2019, n = 277; 2019-2020, n = 225; 2020-2021, n = 228; 2021-2022, n = 241. Figure D.21 Pawtucketville Memorial Elementary School 2017-2018 8 2018-2019 9.5 23.2 26.2 36.5 4.6 2019-2020 9.8 22.9 25.8 36.8 4.7 2020-2021 8.2 2021-2022 7 0% African American 22.3 28.2 25.5 27.4 24 10% Asian 20% Hispanic 35.8 30.8 30% 40% Native American 50% White 60% 70% 5.7 34.1 4.8 32.8 5.3 80% Native Hawaiian, Pacific Islander 100% Multi-Race, Non-Hispanic Note. 2017-2018, n = 511; 2018-2019, n = 496; 2019-2020, n = 489; 2020-2021, n = 463; 2021-2022, n = 454. 76 90% �Figure D.22 Peter W. Reilly Elementary 2017-2018 3.9 2018-2019 2.1 9.4 2019-2020 1.5 8.5 2020-2021 3.1 2021-2022 36.9 8.3 2.9 46.7 39.8 44.3 38.1 9.2 36.2 10.3 36.4 0% 10% African American Asian 20% Hispanic 4.2 4.3 47.6 4.2 47.2 4 45.2 5.3 30% 40% 50% 60% 70% 80% 90% 100% Native American White Native Hawaiian, Pacific Islander Multi-Race, Non-Hispanic Note. 2017-2018, n = 542; 2018-2019, n = 575; 2019-2020, n = 473; 2020-2021, n = 445; 2021-2022, n = 456. Figure D.23 Pyne Arts School 2017-2018 4.5 2018-2019 5.7 2019-2020 6.7 2020-2021 7.7 2021-2022 5.7 0% African American 12.9 36.3 12.1 39.2 12.5 38.2 13.6 14.1 10% Asian 41.8 20% Hispanic 30% 4.5 39.2 3.7 38.6 4 37.5 37.5 3.6 39.5 36.9 3.5 40% Native American 50% White 60% 70% 80% Native Hawaiian, Pacific Islander 100% Multi-Race, Non-Hispanic Note. 2017-2018, n = 490; 2018-2019, n = 487; 2019-2020, n = 505; 2020-2021, n = 469; 2021-2022, n = 453. 77 90% �Figure D.24 Rogers STEM Academy School 2017-2018 8.8 24.4 39.3 2018-2019 9.3 23.3 39.4 2019-2020 11.2 2020-2021 10.6 2021-2022 9.5 0% 22.5 21.6 19.8 10% African American Asian 20% Hispanic 24.1 23.2 40% 50% Native American White 4.7 42.1 20.6 3.6 44.2 20 3.5 21.2 3.7 45.7 30% 3.5 60% 70% 80% Native Hawaiian, Pacific Islander 90% 100% Multi-Race, Non-Hispanic Note. 2017-2018, n = 685; 2018-2019, n = 738; 2019-2020, n = 843; 2020-2021, n = 848; 2021-2022, n = 865. Figure D.25 S. Christa McAuliffe Elementary School 2017-2018 6.6 8.1 2018-2019 6.5 8.3 2019-2020 6.1 9 2020-2021 5.8 11.8 2021-2022 5.8 0% African American 44.3 48 47.5 Asian 49.9 20% Hispanic 30% 40% Native American 2.5 34.4 49.7 9.2 10% 38.5 50% White 60% 70% 32.8 2.4 30.9 3.9 30.9 4 80% Native Hawaiian, Pacific Islander 90% 100% Multi-Race, Non-Hispanic Note. 2017-2018, n = 483; 2018-2019, n = 506; 2019-2020, n = 491; 2020-2021, n = 482; 2021-2022, n = 479. 78 2.8 �Figure D.26 The Career Academy 2017-2018 9.7 15 2018-2019 10.2 15.3 2019-2020 2020-2021 7.7 0% African American Asian 23.7 4.2 22 47.9 21.6 10% 4.4 50.5 21.3 6.2 23.9 46.6 16.5 4.3 2021-2022 46.9 20% Hispanic 21.3 44.3 30% 40% Native American 50% White 3.3 5.3 20.6 60% 70% 80% Native Hawaiian, Pacific Islander 7.2 90% 100% Multi-Race, Non-Hispanic Note. 2017-2018, n = 113; 2018-2019, n = 118; 2019-2020, n = 91; 2020-2021, n = 94; 2021-2022, n = 97. Figure D.27 Washington Elementary School 2017-2018 4.8 45.2 22.6 19.4 8.1 2018-2019 4.2 46.3 22.1 19.6 7.9 24.1 19 7.6 22.4 7.1 2019-2020 2020-2021 6.8 42.6 5.4 2021-2022 43.2 7.3 0% African American 22 42.7 10% Asian 20% Hispanic 30% 26.4 40% Native American 50% White 60% 17.5 70% 80% Native Hawaiian, Pacific Islander 90% 100% Multi-Race, Non-Hispanic Note. 2017-2018, n = 248; 2018-2019, n = 240; 2019-2020, n = 237; 2020-2021, n = 241; 2021-2022, n = 246. 79 5.3 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Equal Education in Lowell Research Files, 1970-1990 Date A point or period of time associated with an event in the lifecycle of the resource 1970-1990 Description An account of the resource These research files were collected while writing the paper titled <a href="https://scholarworks.umb.edu/iaas_pubs/53/">"The History Matters: Fighting for Equal Education in Lowell, Massachusetts, 1970-1990"</a>, published by the Institute for Asian American Studies at the University of Massachusetts Boston.<br /><br />The supplemental materials provided in this collection cover the story of how Southeast Asian and Latino parents in Lowell confronted the Lowell School Committee in the late 1970s and 1980s, demanding that schools be desegregated and that their children have equal education opportunities.<br /><br />Some items are restricted from online publication due to copyright law. Researchers can access these materials upon request. Creator An entity primarily responsible for making the resource Forrant, Bob Khoeun, Chandaranee Khuon, Chrisna Source A related resource from which the described resource is derived Born digital collection preserved at the Center for Lowell History. Donated by Bob Forrant in May 2025. Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted: This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s). No Copyright - United States: This item is believed to be a part of the Public Domain under the laws of the United States. Language A language of the resource English Spanish Subject The topic of the resource Public schools School facilities Immigrant students Racism in education Educational equalization Education, bilingual Latin American students Hispanic American high school students South Asian American students Legal briefs Racism against Asians Veterans Public housing Gentrification Immigrants--Housing Education, bilingual School boards School integration Racism against Hispanic Americans Puerto Ricans--United States City council members Social work with immigrants Cambodian Americans Lawyers Format The file format, physical medium, or dimensions of the resource PDF m4a Type The nature or genre of the resource Text Audio Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell (Mass.) Revere (Mass.) Cambridge (Mass.) Contributor An entity responsible for making contributions to the resource Yem, Paul Ratha Perez, Camilo Kiang, Peter Higgins, Jim Gargiulo, Chales Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Analysis of the Lowell Public Schools Hispanic-Latino/a/x/e Experience Report Date A point or period of time associated with an event in the lifecycle of the resource 2022-10-25 Description An account of the resource The Center for Program Evaluation was contracted by Lowell Public Schools (LPS) and Fortaleza Inc to conduct an analysis of the Hispanic-Latino/a/x/e students in this school district. To provide a complete picture of the students’ experience, this report, along with several supplemental documents, compiles both quantitative and qualitative data and concludes with an assessment of the students’ experience, followed by recommendations for potential improvements. Creator An entity primarily responsible for making the resource Lohmeier, Jill Hendrickson Gonzales, Teresa I. Thompson, Shanna R. Publisher An entity responsible for making the resource available Center for Program Evaluation, UMass Lowell Rights Information about rights held in and over the resource No Copyright - Non-Commercial Use Only: This Work has been digitized in a public-private partnership. As part of this partnership, the partners have agreed to limit commercial uses of this digital representation of the Work by third parties. You can, without permission, copy, modify, distribute, display, or perform the Item, for non-commercial uses. For any other permissible uses, please review the terms and conditions of the organization that has made the Item available. Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Spanish Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell (Mass.) Subject The topic of the resource Public schools Latin American students Hispanic American high school students https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/b848ee7c760961986e4fcf008835ea57.pdf?Expires=1785369600&Signature=Ugnzwzw6oslYoNAh35noa0kPiGXnQl7DItUgefcZplCcVhxDiXlkHffLZh1aaxDnOAJ9USJp9G4awWFpIZpeZ-z1hLDEl%7EWipvV5M3ZYQHy3skPwpHBVisUxRw8gG89ayUZRLPdw4uFuCwUc-5zToQXUIOCCQEnwks0IuDEHg1ob8mb0RFeaxblEC5Yoeiam81eYfPvh-UdQ25RTBKGSu333-OKyuJa%7EwUYY-l6tqb3ay7GwaLE0xZiZJizbgpaMIcpNAUqFxHA93CzkF%7EKG8rjcDa67eOawfKbEK%7Ec8UTUkJoJA-6%7EMpINodd0XNDI-hYzbk3wXz99Oo0MTkCAc-w__&Key-Pair-Id=K6UGZS9ZTDSZM e68bc82537814090d0e6ba65a8a68c9d PDF Text Text UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 CONTENT WARNING: Mentions of weapons, violent situations, and situations that may be distressing INFORMANT/NARRATOR: NIEM NAY-KRET (NN) INTERVIEWER: SUE J. KIM (SK) DATE: SEPTEMBER 15, 2019 SPEAKER DETAILS TIME SK 00:00:02 Okay, right, so this is Sue Kim, I am the co-director for the Center for Asian American Studies. Today is September 15th 2019, and I am with Niem Nay-Kret at the College of Fine Arts, Humanities and Social Science office at 820 Broadway Street in Lowell, Massachusetts. How are you today? NN 00:00:34 I'm good thank you. SK 00:00:37 So today we're going to start with some general questions about you and your life and then we'll go into some questions focusing specifically on healthcare, okay? SK 00:00:47 So firstly, what is your full name? NN 00:00:50 My full name is Niem, the English pronunciation is Nie, but actually if it's a French accenté there, it's Niem Nay-Kret. SK 00:01:01 Oh, and have you gone by any other names? NN 00:01:08 No, just that. I keep my original name, because you know how when you spell the Cambodian name into the English, or into the French, you kind of lost that pronunciation bit-by-bit. SK 00:01:26 When were you born? If you are willing to share, also where were you born? You don't have to share that, when were you born, but where were you born? Page 1 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 NN 00:01:35 I'm going to skip when I was born. SK 00:01:37 Okay. NN 00:01:38 I want to be 21 forever. So where I was born, I was born in Cambodia, Battambang province, right now they call it Banteay Meanchey province. It's a city at the border, it's at Sisophon and Niemith is exactly the crossing between Thai and Cambodia. SK 00:02:10 Did you grow up there? NN 00:02:12 I grew up there before the Pol Pot came in, in 1975. SK 00:02:19 All right, and so you experienced ...? Were you there during the Khmer Rouge? NN 00:02:25 Yeah, I was there during the Khmer Rouge. My family was totally believe in the life in Cambodia, born there, grew up there, couldn't leave the country. Help other people who wanted to leave the country, and they left, but for us, we just couldn't leave the country. SK 00:02:55 You mean even after ...? NN 00:02:57 Even before. SK 00:02:58 Or even before ...? NN 00:02:58 Uh-huh (affirmative). SK 00:02:59 ... as it was- Page 2 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 NN 00:02:59 The people who experienced that Mao Zedong, the communist, they immigrate from China to Cambodia, and when they immigrate to Cambodia, they have their life there. Some of the elder who make a very good life for themself in Cambodia, but have experienced communist in China, when they came and stayed with my families, before they crossed the border, because we wereat the border between Thailand and Cambodia, they stay with us, they suggested to my parents, "You guys should leave." Communists is, you know? SK 00:03:44 Yeah. NN 00:03:45 It's a hard life, and the life you know is not going to be the same. SK 00:03:50 This was in the late 60s, early 70s? NN 00:03:56 Early 70s. Just before, even before the fall in April. April 1975 was the fall into the communist. They stayed with us, many different families came overSK 00:04:11 I see. NN 00:04:11 ... to stay with us overnight and then they leave from there to cross the border. So that was a suggestion to my parents, but my parents say, "No, nothing's going to be as bad as that. We will make it through. We have our farming here, we have our business here, we have our life here." SK 00:04:33 Wow. When did you leave Cambodia? NN 00:04:47 We stay there. We leave Cambodia for a month, went to Thailand. Just the women, my mom and my sister, we went to Thailand to stay for one month, but then when they have the fall of Phnom Penh, it went into the communists. SK 00:05:09 Right, April 1975? Page 3 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 NN 00:05:11 Yeah, and they put on the radio that Cambodia is free now, you can come in. They make that announcement, so the moment we hear about that announcement, we think, okay, it's safe. SK 00:05:24 Oh my God! NN 00:05:26 We actually went back in, all the women went back to Cambodia. So we went in back in and it's only a week or so, they came to each individual home and tell us to get out and that's when it's really started. SK 00:05:42 Oh my gosh. NN 00:05:44 Yeah, so, that's why it's like, we was not as lucky as the other people, my family and the people who knew my father, who actually helped other people to get out of Cambodia. And when they get out, they don't return. But where my mom and my sibling, we actually went back in to the start of the communists. SK 00:06:07 Oh my God! Oh my goodness. So you were there then through the whole thing? NN 00:06:12 Yep, through the whole thing, until 1980. SK 00:06:16 Wow. Do you mind if I ask, how many of your family survived? NN 00:06:24 Actually my immediate family are lucky, we didn't lose anyone. My mom have any pregnancy she has during that time, I think she had three or four, she lost the pregnancy through that time. But outside of that, no, I didn't lose any immediate family, but my cousins, we lost my cousin, her husband, and then on my husband's side, we lost a lot of ... like the whole families, my father-in-law. So there was more impact on my other side of my husband's family. Page 4 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 SK 00:07:18 So in 1979, 1980, when the communist's regime falls to the Vietnamese communist regime, so then what? I mean, what happened? Were you refugees or what happened then? NN 00:07:35 Because I was in Battambang province, I was as Me Chbar. Me Chbar is part of Battambang province. Me Chbar is the city that's close to the ... We call it Khnal Cheate, which is like the main, we call it a highway, the main road going in and out all the way to Phnom Penh. I was there and then you hear the shooting, you hear the shooting. We don't have radio, we don't have any communication. NN 00:08:12 I think now it's like in 2019, you take so much advantage of the technologies and everything, but back then you just go by what you see and you hear the ... What was it? The missile, the shooting and all that, so that day, that night, I remember what day, what night, but all I know it was in that 79 and I didn't know anything, but you got scared, you're just running. People all got separated and all that. Then because I was separated from my parents, I have to look for my parents. All my siblings was separated. NN 00:08:56 Then it's like, who is running to come back to look for the parent? And when you look for your parent, will you find your parent? So for me, I wasn't too far away, so I know where my mom was, so I went back home and then after that, you have to wait to get all your family, which is missing my brother, is missing my sister. My father had to look for my sister, and as the Vietnamese came in, some of them the people who are really into the regime, they would ask you to go into fighting, part of the troop, the fighting troop, and they made wherever the troop go, you got to go. That's the worry, is that my brother went with the troop, my sister went with the troop. They went off to different part of the mountain in the rural area, that was a worry. NN 00:09:52 If you're smart enough, if you know enough how to sneak out or get out, then you do. But if you're so into the cause, the propaganda, then you continue, which is some people do continue to along the border with Thailand, to Vietnam, or to Laos, and along the border in the rural area. You're still part of the troop, you're still fighting with Vietnamese soldier. SK 00:10:24 Right, so how then did you end up coming to the United States? Or let me put it this way, when did you come to the United States? Page 5 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 NN 00:10:35 Because the invasion was in January, so by the time we found my brothers and my sister, we were trying to come close to the border in Sisophon to cross from Sisophon to Thailand but we couldn't just cross, right? SK 00:10:58 Right. NN 00:10:59 And the village that we lived in, that was just outside of Sisophon. When we went back, our home was completely changed, converted and you don't really have your home, you don't really have your garden, your porch or anything like that. Porch, anything like that. So we know we couldn't live there, so we want to get out, you didn't feel safe, and you could still hear fighting between the Khmer Rouge troop and the Vietnamese soldier. So then my father feels that we have to get out. NN 00:11:32 Finally, we did left, I think, I don't remember the exact month now, because we had only been to ... You know how here, you write down, put the day and the month, right now? Nope, back then it was no, not really, no writing, no tracking. Somewhere in there we actually did went to Thailand and it was ... They didn't even start the refugee camp yet. SK 00:11:55 Oh wow. NN 00:11:56 But then what happened was that, when we got there, I don't know how many weeks we stayed, four week, five weeks or whatever and then the Thai who was in charge along the border, they said that they're going to change us, relocate us to a different camp. They wanted to relocate us to a different camp and for everybody to get on the bus. That was when we crossed the border, we crossed in, where was it? In Nong Chan village. I think that's close to Anonh, just across the border, close to Baoybet. NN 00:12:41 We actually did, we actually get on the bus and I don't know how many buses, there was a lot of buses. They actually took us to Phanom Dong Rak. That was forced repatriations in 1979 and when ... I'm backing up a little bit. When I was talking about the village, I said it was not safe, because they have mine, the have bomb, they have things like that and if you're not careful, you could set off the bomb. Page 6 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 NN 00:13:16 So crossing the border, the same thing. Was it? I can remember like seeing body, I remember seeing the body actually die in the water and you needed the waters to drink, that's in the ... It was a poor little pond along the border. I think those are the things that I've seen. And then once you get into the ... It's not a camp yet because they didn't really start a camp yet in Nong Chan. It's just people get there and you make up tents and all that. You're living there and then they said that they have a different camp relocation. That's when they relocated us to Phanom Dong Rak. SK 00:14:01 I see. NN 00:14:02 And when we were took to Phanom Dong Rak, but it wasn't really relocation, it was forced repatriation. They have Thai soldier ask us to go into the Phanom Dong Rak and we do went through Phanom Dong Rak, which is, you go in between the mountain ... What do you call it? The slope down ravine, like go down the mountain, but I backup because of the mine bomb and the same thing. So when they force us for repatriation, it was the bomb, the mine that could set us off and it did. NN 00:14:50 The people who got off the first few buses, and it gets dark, and when the Sun set in Southeast Asia, it set quickly. So as we go down, we were just like getting dusk and then when you go down the mountain, it gets dark even quicker. And you have the Thai soldier shoot off up at the top of the mountain and you have no way, you can't go up, you have to go down. And you go down, then you have the bombs setting off. All I remember is being scared. Scared. SK 00:15:28 Yeah, I know, you must have been terrified? NN 00:15:29 Yeah. And it was so dark. It was so dark. That happened, forced repatriations and it took us a long time, because we pretty much ... You lost your home and everything during the communists. You have whatever little that you have. Even an earring or jewelry, you lost more when you crossed the border of Thailand. NN 00:16:00 Any research or anything like that on war, you always have people who would take opportunity. When you crossed the border, you'd either get mugged, you get people who rob you and like that, so that happened along the way. Even during that mountain time, people felt that if we all gather whatever little possessions we have, it was gold, a bag, Page 7 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 money or anything like that, if you give it to the soldier, the soldier might let you back up, but they didn't. But people did gather whatever possessions they had, put it in a bucket, trying to get back up, they wouldn't accept that. The people who actually went back up, actually get killed as well. NN 00:16:46 So if you go forward, some of them get killed by mines that went off, some people get injury, so we stay overnight in the mountain. At night, people know that the bomb go off, so they try just to settle down where they are, but in the morning, people start moving, then you hear it go off. People need the water, people need this, they need that, and yeah, so that happened. NN 00:17:17 I think talking about current now, the books [inaudible 00:17:23], Ly Vong from the Buddhist Glory Temple, with some Kakuen and Vong Wit and others, so that kind of related to that experience. And I know that others, elders who are here, who actually went through that experience. I think some of their story isn't, you know, they didn't get to talk, but it's hard to talk about. SK 00:17:51 Yes, it is. NN 00:17:58 It only come up now and then when a close getting together and some night that people have the same whatever, it would come up. SK 00:18:10 Right, right, the same memories or experiences? NN 00:18:13 Yeah, the same memories, the same experiences. Also, it's just, the time is right or something, like you know, then it comes up. I mentioned this because my friend was talking about it. She knows somebody and then other people say, "I know about it", and talk about it. Even my husband's side, the aunts and all that, we don't talk about it, but there are moments where we have a gathering and we remember things about what happened, then it comes up. SK 00:18:44 And that's why the work that you do is so important, because people have all these trauma and memories, but they don't ... It's so difficult to talk about. Page 8 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 NN 00:18:55 Yes, yes, it's difficult to talk about. You can't really talk to the kids about it. You cannot ... It's somebody who has that same knowledge about what happened, that you can bring it up and then you say, oh this, and that, but you bring it in a certain way so that it's not so much of a burden to you or to the others, but more like a memory, sharing our remember things of it, appreciating what we have now and what happened then. I think sometime that conversation come up, where the people who are a little bit older than me, when those come up and say ... example, about the food. That come up a lot, because of the starvation during the communists, right? SK 00:19:52 Right. NN 00:19:53 So about the food, but the food here is, you cannot eat too much. When we have plenty, it's plenty. In our culture, our tradition is to be nice, you offer, "Have some of the chicken. Have some of the rice." And they will say, "Why didn't I know you during communist during Pol Pot?" "If you offer me that, it's like you will be my best friend forever, you know?" "Why didn't I know you then?" You know? SK 00:20:22 Uh-huh (affirmative). NN 00:20:24 So I think that latent you know, but the one that we share that experience, we know what we're talking about. The people whom did not go through this, might have different perceptions or understandings to it. NN 00:20:37 But for the older, yeah, uh-huh (affirmative), yeah. SK 00:20:38 Is that part of why you went into healthcare? I mean ... you know, I mean? Or, I'll put it another way, how did you get into healthcare? Or what started you onNN 00:20:53 Well in terms of healthcare, somehow I did, what was it? A summer job at a hospital, at St. Mary hospital and well just, a summer student, to enter data, general accounting, just entering numbers, the general account, and was in a hospital. Then from there, I didn't think much about it, but when I was looking for a job, my husband was working for the Department of Mental Retardation, now which is the ... They changed it, was it in 2007 Page 9 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 or 2011? I forgot now, but they changed it from DMR to DDS, Department of Developmental Services. NN 00:21:56 So my husband was working in that field and I had just met him and he said, "Oh, there's a South East Asian Birthing, Infancy project, which is a pilot project in collaboration with the local community health center and the Department of Public Health, they probably need somebody." And they wanted somebody who speaks multiple language. And I said, "Maybe I'll apply for it", and I applied for another job, they interview me, so I applied for this South East Asian Bilingual Advocates Inc and they hired me for reception, admin front-desk person and that's how I started. SK 00:22:44 That was in 2007, 2008? NN 00:22:44 No, that was in 94. NN 00:22:44 Yeah, andSK 00:22:44 That's when they changed, towardsNN 00:22:44 Yes. SK 00:22:44 Towards when they changed the name. I see. NN 00:22:44 Yeah, this was when they changed the name, because it was just like, Infancy Projects and then to the ... Bilingual Advocates Inc, changed to Bilingual later on. SK 00:23:07 I see. NN 00:23:08 Yeah, but in 2007 it's changed to Bilingual. Before that, in 94, it was not. And that was directed by Anita Cole, and, who was it?, Bong Paul, was co-director for the program. And back then it was Arthur Shaplin who was the CEO of the Lowell Community Health Center. That was before Dorcas' time. Page 10 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 SK 00:23:33 Arthur Shaplin? NN 00:23:34 Yes. SK 00:23:35 I see. So were you already in Lowell? So you were already in Lowell at that point in 1994? NN 00:23:41 Yeah, I was in ... Well working in Lowell, a little company and in Lowell, but I was actually living in Brighton. That's where I first landed was in Brighton and my husband's been in Brighton ever since, because he was teachingSK 00:23:57 I see. NN 00:23:58 ... yeah, at the Boston High over there, before he was working for the DMR, DDS or ... yeah. SK 00:24:07 I see, so initially it was a summer job at St. Mary's Hospital, just data entry and then you learned that SABAI, is it South East Asian Bilingual Advocates Incorporated? NN 00:24:19 Inc, yes. SK 00:24:21 ... They were looking for someone in 1994. So you started ... Did you say that their initial name was different? Or thatNN 00:24:29 It wasSK 00:24:30 Birthing? NN 00:24:30 ... Birthing and Infancy Project. Page 11 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 SK 00:24:33 Oh, South East Asian Birthing and Infancy Project? NN 00:24:36 Yeah, it was only a pilot program. SK 00:24:38 I see. NN 00:24:38 Because of the low birth rate or not accessing pre-natal care by a lot of Southeast Asian. They started that because they wanted, you know, here the healthcare is that, when you are pregnant, that first trimester, you want to get people in right? SK 00:24:57 Right. NN 00:24:58 The second trimester, third trimester, you're trying to get people in there as soon as possible for pre-natal care. And a lot of Cambodians, they don't access it, unless you have complications, you have problems, issues, then you access. If you have really bad morning sickness, and you're totally not able to function, yes, but if you are a functioning person, you are able to work, and all that, and you don't even want to anybody that you're pregnant ...? SK 00:25:28 Right, right, right, right. NN 00:25:28 ... So, uh-huh (affirmative), uh-huh (affirmative), and then you may not even mention it until late. If you have a physical check-up, then the doctor said, "Oh, are you pregnant?" You know? All those, the standard American westerner medical care is that you have a physical check-up, right? Any changes that you have, you go see your doctor. But traditionally, we don't. SK 00:25:55 I see. NN 00:25:57 And also, if anything then, you know, you do that home culture, like making sure that you're eating good, you're eating healthy foods, things like that. That's what we do, but not necessarilyPage 12 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 SK 00:26:14 Right, right, under a doctor care, right? NN 00:26:15 Yeah, not under a doctor care. That's why they did the projects. SK 00:26:22 And this was a collaboration between Lowell Community Health Center and the Department of Public Health? NN 00:26:27 Yeah, and that program is because we needed that 501(C)(3) thing, so that's why it was under a program, under the local community health center. SK 00:26:37 So when you started working there, what was it like? I mean, how big was it? How people respond to it? NN 00:26:43 It was small. It was small, I'm trying to think how many people, four, five, six caseworkers and I think the other one was the Lead Program, they kind of shared the same building at 280 Appleton Street. SK 00:26:59 What was it? The Lead? NN 00:27:00 This was at 280. Lead Program. SK 00:27:02 What's that? NN 00:27:02 The Lead Program, when the child, they eat the painting from the house and they get lead poisoning. SK 00:27:11 Right, like literally lead, right? NN 00:27:13 Yeah, lead poisoning, yeah. Because there was two programs, and it was shared at the same building. Page 13 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 SK 00:27:19 Oh, I see. How did it work? How did you get the word out into the community? Did people come? NN 00:27:29 Back then, I can remember volunteering at the church where we have Project Bread, they bring food, things like that and we give out to the community. We do a home visit, we talk to people at the temple, we talk with people we know, distribute the flyers that is mixed, we have both in English and Khmer, and distribute that, talking to people and it's by word-of-mouth, people came. NN 00:28:00 Then some of the coworker I know, some of them are assigned to helping at the Lowell General, actually helping with interpreting for the patients. Back then, because the ... What was it? They don't have an interpreter law yet. I think the interpreter law came in, in 2007 I think ... if I remember correctly. NN 00:28:39 Before that, you don't have it. You don't have somebody who, you know, an interpreter at the Lowell General Hospital. You don't have that. SK 00:28:48 Part of it was providing basic services, like interpreting? NN 00:28:50 Yes, basics, yeah, interpreting, uh-huh (affirmative), uh-huh (affirmative), for social services. For us, the pilot program was supposed to be really concentrated on pre-natal care, but then you don't do just pre-natal care. You come across, I can remember an elderly man who didn't understand about utility, and he needed help to translate what it is that, you know, what he's paying, what is due. He didn't have enough, even for food, how he was going to pay for the food, electricity, things like that, and it's become, pre-natal care and social services and getting people connected to Food Pantry. SK 00:29:38 I see. NN 00:29:39 And then education, you know? A lot of case management. I say case management because you might be helping the pregnant woman, but then there's the other part of the family, and then the other knowing the other issues that was happening with other marginalized people in the community. Page 14 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 SK 00:30:02 What do you mean? Like the other ...? NN 00:30:04 When I said others, it could be like the people who are working and they become unemployed and they're not really not sure how to apply and they get letter, they get the pink slip, what do they do next? Where do they go next? Some know, some don't. It's a lot about word-of-mouth. NN 00:30:23 Then if they know us, they come to us. If they know somebody who's working at the department assistance center, then they go there. So sometimes you have a different connection and then they came to us with those questions, because the landlord issues, they cannot afford it, they're not able to pay it, then what do they do next? SK 00:30:55 So it's finding, once people knew that you were there, once people knew SABAI was there as a resource, even though it started as pre-natal, it's like everything else became ... ask for help? NN 00:31:08 Yeah. And our thinking was, because it was different from the Cambodian Mutual Assistance Association, we was concentrating on women's health and pre-natal care. SK 00:31:18 I see. NN 00:31:19 That's what we were thinking. But the people goes to whoever they connects to, they trust and by word-of-mouth, who's telling them about it. So for those who know about the CMAA, they go to CMAA, but for those who know through the woman, they come to us, through the woman and that's how it got built up, we were more concentrating on health, but then for the CMAA, it was concentrating on everything else, helping immigrant and refugee, helping people access social services. NN 00:32:01 Ours was okay, women's health, pre-natal care, but then all the other things came with it, because when the woman came, it's about the woman issues, the pre-natal, but then, by word-of-mouth getting out that, "Oh this person helped us", "That person helped us", and then they come to us. Page 15 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 SK 00:32:21 I see. So most of your clients were women at this time? NN 00:32:26 That was what we thought, that we would do. SK 00:32:28 I see. NN 00:32:28 That we would get 99% woman, but in there somewhere I think we get mixed. Sometime the man came, sometime the family came, but our concentration was woman, pregnant woman, reproductive age woman, you know? Any teen pregnant or anything like that, that would be the one that we were working with. SK 00:32:54 But you still got a lot of other requests though? NN 00:32:56 Yes. SK 00:32:58 I see. In terms of working with women, like pre-natal care, or reproductive services and stuff like that, what were some of the biggest challenges? I mean, I would imagine, I mean this is still, this is the 90s, what were some difficulties that you saw often? NN 00:33:17 The program started a little bit even before the 90s, like late 80s. I don't remember the exact year, it was 87 or 86 they started it. It was really small, just like two or three people. Then by the time I joined in 94, that's when we get more to like the six, seven, eight people. SK 00:33:41 I see. NN 00:33:46 And I get in, because one of the, Bong Sambath, she was doing the front desk, but then she was on maternity leave and then I was covering her, so that's how I started working there. SK 00:33:59 I see. Page 16 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 NN 00:34:03 I think back then, they started the pilot program just because of there was, what was the tradition that ...? Why wasn't women not accessing pre-natal care? Why are they not going? What's going on? Why is it the birth rate ...? There was some challenges and also why is it so low birth, the child that was born, was so, underweightSK 00:34:33 Birth weight. NN 00:34:33 ... weight was so low? SK 00:34:34 I see, I see. NN 00:34:35 Was so low? I think it was looking at six pounds, because back then even the average is more like the seven-something, eight, almost eight pounds. But why the birth weight is so low? I don't remember what the mortality rate was, but there was some mortality as well. So I think that miscarriage and all that, soSK 00:34:58 I see. NN 00:35:01 That remind me go back to my mom, during the communists, she lost, she had so many miscarriages, and I don't know if like just because when we immigrate to here, is that the woman, there's more like on my thinking back now, is it why is that women having that? Is it nutritionally not having enough, the body is not adjusted to living here yet, and they're not accessing the pre-natal care. I think those were the things that the public health wanted to be aware of, and that's what we were doing, was doing that educations and providing information here that you can access pre-natal care. NN 00:35:51 That first trimester, and then you go on until you actually give birth, because normally we don't, so that culture, that perceptions, that understanding, from there. So that was, you know, when you say was it a challenge? I would have said increase understanding and also then the traditional practice, after you give birth, is that in Cambodia, we always have when you give birth, you loss blood, so you have that hot and cold. What was it Yin and Yang? Right? Page 17 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 SK 00:36:30 Mm-hmm (affirmative). NN 00:36:31 So after you give birth, you're supposed to stay warm, and to stay warm in Cambodia, you have that, in Cambodia, in the Cambodian tradition houses, you have the low part of the house on the ground, but you can actually have a fire in a wooden bed or what you call it, that you can have fire under, and you will stay over that bed and it will heat it up. I'm trying to find a word, it's not really a "Bed" bed, because it'sSK 00:37:12 But yeah, no, it's like something over the fire that can be heated? NN 00:37:14 Yes. SK 00:37:17 Not too hot, but warm enough. NN 00:37:18 Yeah, not too hot, but warm enough. And then, that helped you after you give birth and that's always been the tradition, but then you come here, we don't have that. We don't have an outdoor, we don't have an under the house ... because the house over there is on a stilt that you can have it, or even have in an extra, what do you call it? Structure that connects to the house that you can still have that outside. SK 00:37:57 So what were women here doing? NN 00:37:59 That was the thing is, what do the women do? How did they do that thing? The other one would be like, was it steam, like using the hot steam. You will boil the water with the different herbs from lemongrass, to basil, to other things, and then there are herbs that are from China or from Cambodia, they cure for 100 things. That you use it to boil, but you drink it or you use it so that you can use the steam. ToSK 00:38:39 To breathe it in? NN 00:38:40 Yeah. Then I think as time goes by, as people are trying to figure out ways to do things, they use the bricks where they heat up the brick in the oven, and you wrap it around with Page 18 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 the towel and you put on your stomach, just to give you that warmness and drinking hot drink, but with the ginger. When I'm talking about the hots and cold, some of the food is cold and some of the food is hot, ginger being hot, then you might be drinking the ginger. That and then, what was it? The cupping and coining, those are another tradition. That's more like for the aches and pains and all that. NN 00:39:34 Oh yeah, the drink, after giving the birth, they brew the herbs. What is it? Balai? It's almost like ginger, but it's not ginger, but it's not Galangal either. But it's yellow and what you do is, you brew it and then you drink it. When you brew it, you brew it with alcohol. So that was the other concern, what are the women doing in term of the Asian traditions? SK 00:40:12 Right, because could they get those herbs and those things here? NN 00:40:22 There are some that was imported from Thailand that was frozen or dry. Some of the herbs that are from China, that was imported here. So they would try to find that and use that to brew it. SK 00:40:39 What was the attitude of the doctors? The non-Asian or the non-Cambodian doctors in things like that at Lowell General or Lowell Community Health? Did they understand that they were ...? Like were they trying to understand? Or were they confused? Or were they just saying like, "This is what you have to do"? What was that ...? I know that the caseworkers and you are trying to interpret both, interpret language, as well as interpret culture, right? NN 00:41:16 Yeah. SK 00:41:16 But what was theNN 00:41:20 The client doesn't want us to tell or say anything. They just know that the perception, they just feel that the perception of the western doctors, medical provider, would not understand it. They have a sense of that, and usually they don't tell. But they might, because we are the caseworker, bi-cultural and anything like that, they might have said, "I'm just doing some, you know, drink and that's it. You know about that, but don't tell them." Page 19 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 SK 00:41:58 Yay. NN 00:41:59 We're trying to say what we ... "Don't tell anything unless you ask, want to tell." "We are supposed to tell the doctors, so the doctor can treat you." I can give one example, when I mentioned Balai root and brewing, and that is yellow. It's not turmeric okay? But that's supposed to really help after the delivery. NN 00:42:33 And what you do is you drink a lot of that and then beside drinking, she put it on, you put it on like a lotion on your skin, but it will make your skin yellow, and she went to the doctor, and the doctor see that, it's like, "What is going on?" Did you haveSK 00:42:55 Jaundice? NN 00:42:56 Yeah, jaundice. "What's going on?" And you say, "Oh nothing." Just like, "No, it's nothing." "Oh, we need some testing." She's like, "I don't know what happened." But they order testing on me and until later, one of the girls at the Lowell General, talked to us later, they were asking what was on my skin, we go through the whole thing and then they think I have kaet lueng jaundice. NN 00:43:30 I was telling them, "No, it was a lotion", but it was not a lotion. But then, because it was brew and alcohol, so that was kind of, finally, and she said, "I think they understand after explaining again and again and telling them don't, and I'm okay, and not need to lab, but they actually took the lab. I don't like anybody taking my blood, but they did it." NN 00:43:57 I think sometimes, that little, western medical doctor, they go by what they, what they practice, but the mother and the grandmother, who's helping with the daughter who give birth, is saying, "It's our thing." They say, "Don't tell them, it's ours. We do it, this is the tradition." That's what her grandparents did. SK 00:44:23 How did you feel? Because you're in between, how did that make you feel when you're in the situation like this? Page 20 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 NN 00:44:30 When that thing happened, I wasn't there at the Lowell General, I was hearing it afterward when I was doing home visits. So I would kind of listen and was asking them how they feel and do they understand why? And they said, "No, I was upset when it was happening." But then I’m… you know. "But it's okay, it's okay, but you just tell them you know?" NN 00:44:57 She said she drinks the ... I was afraid that there was a community of drinking too much alcohol and they might do something and it seems wording was going around. So, especially in the early 90s, because in Boston, an agency called MICAS, connected with the DDS, no, DSS, I'm forgetting the acronymSK 00:45:24 What is it? NN 00:45:25 The Department of Social Services. SK 00:45:26 And what is MICAS? NN 00:45:28 MICAS, they work with the Department of Social Services. SK 00:45:32 How do you spell that? M-A- ? NN 00:45:35 M-I-C-A-S, was it, MICAS? Yeah. SK 00:45:38 M-I-C-A-S. NN 00:45:39 Oh my God! That's the whole thing, Pu Sanith know more. Pu Sanith work there. He worked with all the other people. But the thing is, when you work with the Department of Social Services, DCF, now, it's DCF. SK 00:45:56 I see. Page 21 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 NN 00:45:57 It is, you get reporting for child negligence or issues and problems, things like that. SK 00:46:05 I read an earlier interview with you from 2006 where you talk about like the cupping, and then sometimes if children get reported toNN 00:46:12 Yes, yes. That go with that, okay? SK 00:46:17 I see. NN 00:46:20 If you're working, right, in Cambodia it's like you go to the farm, the kid might be at the house, but you don't have ... You know, you cannot leave a six years old at home by themself here. NN 00:46:35 But, over there, you do and you have the neighbors keep an eye on them or whatever. Or if anything happened, you already tell the kid and the kid is knowledgeable enough to go over to the neighbors, right? SK 00:46:46 Yes. NN 00:46:47 But here it's completely different, and even the medical treatment, going back into the cupping and coining, it's like when a child is not feeling well, because of the Yin and Yang, you want to get that hot, blood circulation, things like that, then you do the cupping, you do the coining. To get rid of, whether it's the headaches or the dizzy spell or whatever, that's what you do. SK 00:47:15 My aunt does it all the time. NN 00:47:17 Yeah, and I was just speaking with my friend, whose mom is now 80, and she wants cupping all the time. She wants cupping all the time. And you're thinking like, when you do too much, it's not good. You want to do something to make you feel better, but not too much. Page 22 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 NN 00:47:40 But the fact that she's 80, she's like, you know, sometimes she's having onset dementia, you know, she'll forget and she'll still want it again. SK 00:47:48 Oh! Oh. NN 00:47:49 Yeah, and she'll want it again, and that becomes like, how much do you give and how much are you arguing with your mother, who's having onset dementia and she's not feeling well and you want her to feel well? It's always tradition that she's doing it. So how much do you want to give? SK 00:48:11 So SABAI started maybe early on, like later 80s? NN 00:48:16 Yes. SK 00:48:17 And then you started there in 1994 and then it changed to South East AsianNN 00:48:24 Bilingual Advocates. SK 00:48:25 ... Bilingual Advocates in 2007 or so? NN 00:48:29 No, that was in 2000. SK 00:48:30 2000? NN 00:48:31 No, yeah, in 2000. So I was in… In 94, I was the South East Asian Birthing and Infancy project for a year and then I went to work with the Harvard Program in Refugee Trauma. Doctor Richard Mallika and Doctor Kathleen Alder and the social worker Jim Lavelle, which is providing mental health services. The Indo-Chinese Psychiatry Clinic, which is including providing services for the Southeast Asian from Cambodia, from Laos, and from Vietnam. Page 23 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 SK 00:49:18 So is that when your work with mental health started or ...? NN 00:49:21 Yes. That's more my work on mental health. So from pregnancy to mental health, and even that, I was more in front-desk receptions. But I did some group with Doctor Kathleen doing a medication group, just helping integrate a little bit, and helping with the elders that came for the services. SK 00:49:50 And this is with the mental health ... The Harvard Refugee Trauma Group or the SABAI? NN 00:49:54 The Indo-Chinese Psychiatry Clinic. SK 00:49:57 Indo-Chinese Psychiatry Clinic, and was that in Cambridge or ...? NN 00:50:02 That was at the Deaconess Hospital. Deaconess Hospital later merged with ... What was it? Merged with Beth Israel Deaconess Medical Center, it became B-I, Beth IsraelSK 00:50:29 Oh yeah. Beth Israel somethingNN 00:50:32 Deaconess, right. It's in my mind it's like, B-I-D-M-C, Beth Israel Deaconess Medical Center. SK 00:50:41 I see. NN 00:50:42 So when they merged. SK 00:50:45 So there you were helping with trauma? NN 00:50:52 Mm-hmm (affirmative). Page 24 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 SK 00:50:52 Was it mostly elders or all ages? NN 00:50:55 It was elders. See it's called the Indo-Chinese Psychiatry Clinic, Indo-Chinese Psychiatry Clinic. SK 00:51:09 And this is like in the mid-90s, right? NN 00:51:11 Yeah. SK 00:51:11 1995 or so? NN 00:51:12 Uh-huh (affirmative), yeah. And the Indo-Chinese Psychiatry Clinic, is part of the Harvard Program in Refugee Trauma. SK 00:51:19 I see, I see. NN 00:51:21 You see? And the one that if you search now, you will find that the Harvard Program in Refugee Trauma, which is up in Cambridge now. SK 00:51:31 I see. NN 00:51:31 Okay? It was between Cambridge and then it was in the Beth Israel Deaconess Medical Center, when it was in there, it's the Indo-Chinese Psychiatry Clinic. SK 00:51:45 I see. NN 00:51:47 So changes over the years. SK 00:51:49 And what was that like? I mean, ifPage 25 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 NN 00:51:52 That one, it was people who came in with trauma, people who go through during the war. It was all different ... It's an adult clinic, so it was adult only. I think it was a lot of older women, or the soldier who had gone through the war. I am not, because we have social workers that do therapy, they go through the screening. They have the Harvard Program Refugee Trauma checklist questionnaire screening that they use to screen doing its intake. I know we have up to 750 people so ... SK 00:53:05 And were the clients usually referred by someone else, or did they just find it by word-ofmouth? How did they come? How did they find you? NN 00:53:14 It was referred from different people, by word-of-mouth, the family that have problems. I can think of a family who have a young man, because he, the young man was not doing well and he was supposed to attend school, but he's not attending and it was having, you know, create problem for the parents. The sister who was doing well was finishing her high school, going into college. I was trying to help the parents, so I brought him in, he needed psychiatric services, while they're having schizophrenia symptoms and all that, get him to services. NN 00:54:12 Then there was, a Vietnamese man who, he was not able to function, he was not able to sleep, he's going to work, but not able to work and the family brought him in. I heard by other people, and brought him in, see if they can help him. He was having bad back flash into what he was doing, as a soldier, and that's how he get into services. So by word-ofmouth, by the family knowing somebody who knows somebody and talking to other people. That and by the doctors who know that needing that ... because of the language and they know that it's hard for them to see that patient, then they heard about the IndoChinese Psychiatry Clinic then they refer them always. SK 00:55:23 I see. NN 00:55:25 And also the psychiatrist working with the international institute, working with the Dorchester Health, the Lynn Health Center, different parts of the city. Even get connected to the local community health center. I know we did, was it, and doing advocacy with the Department of Mental Health. Even back then, the department of mental health had the bi-cultural, bilingual directory. They have it way back, starting in, I think even in the 80s. They listed all their services across the state. Right now, I can remember one where Doctor Edwin as working at the DMH. All I can remember, one was Mary-Lou Sutter, Page 26 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 who else? Who was the commissioner for DMH, the Department of Mental Health. There was different people who was ... You know how the term of the commissioner changes? SK 00:56:54 Yes. NN 00:56:55 It's depending on who was on at that time and if they were connected to different social services, even with the CMAA. I believe it was in 97 that we did a screening here in Lowell, 97, 98. Did a screening on mental health depression, just so that we can reach out to the Cambodian community. The Southeast Asian community in Lowell, before the Metta Health Center. SK 00:57:32 I see, so this was the Indo-Chinese Psychiatry Clinic, did like a screening or an assessment of Lowell? I see. And that was before, did that help inform the Metta Health Center when it was forming? NN 00:57:46 For me, because I actually went when the psychiatrist went to advocates for the Southeast Asian community, they wanted somebody who looked Asian to beSK 00:58:00 Yes, of course. NN 00:58:00 ... because the Doctor Richard Mallika and Doctor Kathleen Alder was the one who was meeting with all the different agency right? SK 00:58:09 Mm-hmm (affirmative). NN 00:58:12 And then everyone went with them and that was the idea, that can we have agency that really provides mental health services for Southeast Asians. The Indo-Chinese Psychiatry Clinic is right there in Boston, but I was saying that for me, I was living in Brighton, but then later, I came to live out here closer to Lowell and actually went back and worked over there at the Deaconess in Boston. NN 00:58:45 The majority of the Cambodian Americans was living here in Lowell, right? Page 27 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 SK 00:58:50 Mm-hmm (affirmative). NN 00:58:50 And then the others in Lynn, and Revere. So the people in Lynn and Revere, they don't go to the Deaconess Medical Center. But then, if they go over there, what about the people here? Do they always able to get there or not? And that's where for me and for other people in the community, was like, "What are we providing services for the people who have traumas and who are Southeast Asians, whether they actually access mental health services?" If you are out here in Lowell and then if you are in Lynn or in Revere and you're not able to go into Boston, then what happened? NN 00:59:32 I think those were the questions that was coming up and also medically, back then we was advocating how we will have more services in medical services encouraging Asian Americans to really, especially Southeast Asian, to get into medical field, because for myself, it was just a caseworker, we're doing it bilingual, like social workers, we're doing community health education, so we are not professionally trained as a ... We're just trained as a community health worker and doing education, but not totally professional license in that area. But how do we get more nurses orSK 01:00:22 Doctors, clinicians? NN 01:00:22 Right, doctors, clinicians, yeah, so that was the questions. That was the advocates, for that and then while we was having talk back then, the Lowell Community Health Center was changing and later Dorcas came in, and the Indo-Chinese Psychiatry Clinic was changing as well, because of the merge, before the Deaconess and Beth Israel, and then the question is also because it was on a grant, then what do you do after such amount of grant, what is the sustainability, what do you do? And so that changes. But this is a lot of history. SK 01:01:18 Yeah, no, that's good, that's good. NN 01:01:22 And then I left, but by the time I left the Deaconess, it became Beth Israel Deaconess Medical Center already in 99, 2000. So because the advocates for a health center that really provides services for Southeast Asians was before that, it's like two or three years before that. Even doing, what do you call it? These research into ... Trying to find Page 28 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 information, data gathering in terms of getting depression screening, things like that, to get information. When CMAA was doing it, it was before the open of Metta. SK 01:02:07 I see. NN 01:02:10 And that was then, meeting with the DMH commissioners and all that, so that they're aware of the need of the community. Then, because by then, I left the BIDMC and I was looking for a job, also they was doing wanting more peoples to enroll in getting health ... you know, the people who don't have health insurance, they are not buying health insurance, are they eligible for Medicaid? That was the question. And if you are eligible, will you even go? NN 01:02:49 So they was finding a lot of people who are uninsured, and also because I left the SABAI to go to work at the Deaconess, and then there was somebody I was ... There were one or two persons that was still doing it, but then were just doing Medicaid enrollments, just to help people by word-of-mouth. We don't really have much money or anything like that, but people said between volunteering and helping people and finally we get a little grant from the Boston Women's FundSK 01:03:30 This is SABAI? NN 01:03:31 Yeah SABAI, in 2000. So I came back to work under SABAISK 01:03:35 Great. NN 01:03:36. .. in 2000 and that's when Metta started, and I did a presentation. Oh, what was that? What is it? Michael Cole, was it Doctor Michael Cole I think? He was the commissioner for DPH before he went ... during Obama's for ... Michael Cole, I think that was his name. In 2000, if you look in 2000 you will see. Yeah, I think it was Michael Cole. 2000, you will seem that it was Michael Cole was the commissioner back then I think. I don't think it was John. John Auerbach was after. John Auerbach is after, as commissioner for DPH. Okay, I don't want to remember so ... Page 29 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 NN 01:04:30 But anyway, that was what was happening. Then so I did a presentation when Metta opened, about tradition and culture the Cambodian women practice. That you practice the hot and cold, the Yin and Yang, the traditional food, the beliefs, using herbs, using different brewing herbs, those was the presentation I was doing. And in the culture from the cuppings to the coinings, to there are others like the holy water when you're not feeling well or changes, you go and get the blessing at the temple that help you spiritually. NN 01:05:40 If you are changing mentally, it might be possessions or part of somebody is walking over your grave or somebody who is putting a spell on you, so that's why you're getting the blessing. So that was some of the presentation I was doing and then I started with SABAI, because we got a little grant to do that, increase some monies to do enrolling people in Medicaid and also providing some women's health educations. NN 01:06:23 Then when I came there, that's when we had a collaboration with Massachusetts AIDS Projects. SK 01:06:33 I see. NN 01:06:35 Jacob Jan. Who was it before Jacob? The director? Emmet's, oh I forgot Emmet's last name. Massachusetts AIDS Projects, if you look up they're still in Boston. Right now, all I can remember is Emmet who was the board member who was in everything I was, he is the long-term one that is part of that project and we did some collaborations. When I say collaboration with them, we did women's health education or HIV/AIDS and that was still an issue in the community, HIV/AIDS. And then they did a bit of women's health education group presentations, group educations. That allowed us to go to actually home and get women to train and then to do the extra education at their home, hosting. SK 01:07:41 I see. NN 01:07:42 Hosting a house party. They just like, we provide them some stipend, like $150 and you just gather in the women you know, you come to the home and then you provide information and then as being helping them, taking all the information on HIV. How does the HIV transmitted? How would you know? Where will you get testing? I think that Page 30 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 was, it's part public health education as well. So we did some of that and we signed whatever they need, that extra social services information. SK 01:08:30 So you were working at SABAI, but collaborating with Metta and then on the various initiatives? NN 01:08:37 Yes. SK 01:08:37 So SABAI at this point was Bilingual Advocates ...? NN 01:08:40 Inc. SK 01:08:40 All right, and then also partnering with the Mass AIDS project, particularly HIV/AIDS? NN 01:08:45 Yep, Mm-hmm (affirmative). SK 01:08:45 All right. I want to be mindful of the time. It's 2:30, but maybe we can ...? I mean I know that you have to go, but maybe we can schedule another time to ... because I want to ask you more about the HIV/AIDS stuff, you know? I mean if you worked, if ever like things like contraception, those kinds of issues? NN 01:09:05 Yes, those that was part of the education. SK 01:09:06 Also, if abortion ever came up and those kinds of things right? I mean I'm sure those are complicated things, but before we finish, just thinking back on those times, is there anything, like we're talking about the period from mid-90s to 2000, what sticks out most in your mind about that time? Just in terms of your feelings. I mean, did you enjoy the work? Was it difficult? I mean as someone who had been through the Khmer Rouge, was it difficult when you were working with trauma survivors and ...? NN 01:09:45 What stick the most at this moment was I could remember, people who do, you know, having a job, able to work and do develop and you have that family whose really Page 31 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 marginalized and the have a hard time getting jobs, paying their bills and you're thinking when you get here, is that you're never going to go without the necessities of life, which is that you have water, you have a house, you have food, you have the things that you needed. NN 01:10:30 And that pride in the people, they want to work for themselves, they want to do for themselves. They don't want to ask for help. You have those people who are like that, that they will never ask you for help. And then those who will always ask for help and they're never going to do anything, getting a job, things like that. NN 01:10:56 I feel bad that I still come across family who was, feel that they don't have enough to eat here, in America. To me that was hard and those are the ones who don't ask. You can see the ripped shoes or old clothes that they're wearing, you pick up little things like that, that you feel really bad. I can think about another man, that he is working, he's like if he doesn't work, his family might starve or his children might not do well, but he has to work, but he's mentally stressed-out. NN 01:11:44 At work can be really stressful. He's doing assembly job, but then, NN 01:11:49 his other coworkers having music on, and he is needing to concentrate on work. He feels mentally stressed. That story of that man stick out with me, just because you have so much stress, the trauma that he went through in the war and then now he come here, he still feels stressed. If he was to get a new job, he's over the age of 50, almost 60, how he's going to do it? Things like that. NN 01:12:21 To me some of those things stick out and stay with you. You feel good that you're able to help. But suffering or the hardship, the challenges they go through, stay with you. I think it changes. The housing back then. Whoa, housing was more run-down back then. Even when I see the downtown, I can remember I could see garbage, paper thing that they had flying around and in the downtown street. I think in the 2000, it was talking more about the City of Lowell is being revitalized, and those immigrants and refugees come in, it's revitalized in the city. NN 01:13:26 Talking with the Vietnamese Association in Worcester, the same thing. I feel that, they feel revitalized, because when I was in the Indo-Chinese Psychiatry Clinic, we have connections to over there. And they feel that way, so to me, yeah. Page 32 of 33 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Niem Nay-kret, Oral History #19.06 SK 01:13:56 I know it's going to be busy for the next couple of months, but maybe we can make another date at some point to talk more about what happened to SABAI, work with the mental health forum and things like that? NN 01:14:07 Mm-hmm (affirmative). SK 01:14:08 Okay, thank you. Interview ends Page 33 of 33 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Southeast Asian Digital Archive Oral History Project, 2019-Ongoing Relation A related resource <span>The collection draft finding aid, </span><a href="https://libguides.uml.edu/uml17" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml17</a><span>.</span> The oral history project page, <a href="https://www.uml.edu/Research/SEA-digital-archive/oral-histories.aspx" target="_blank" rel="noreferrer noopener">https://www.uml.edu/Research/SEA-digital-archive/oral-histories.aspx</a>. Description An account of the resource This collection is currently in progress and information will be updated as it becomes available. <br /><br />Read more about the project: <a href="https://www.uml.edu/Research/SEA-digital-archive/oral-histories.aspx" target="_blank" rel="noreferrer noopener">https://www.uml.edu/Research/SEA-digital-archive/oral-histories.aspx</a><br /><br />Part of the collection is accessible on this site. <br /><br />Oral history interviews include: <br /><br /><strong>Maryellen Cuthbert, April 2019, Oral History #19.01</strong> <br />An oral history interview with Maryellen Cuthbert and interviewer Sue J. Kim. Since the mid-1980s, Cuthbert has been a private defense attorney working in the Lowell, Massachusetts, area. In this oral history, Cuthbert shares information about her training as a lawyer and reflects on various cases she’s worked with related to Southeast Asian communities. <strong>Content warning: Mentions of weapons, abuse, assaults, and violent situations.</strong> <br /><br /><strong>Thel Sar, April 2019, Oral History #19.02</strong> <br />An oral history interview with Thel Sar and interviewer Sue J. Kim. In this oral history, Sar talks about his early life: living through the Khmer Rouge, resettling in the United States, and his education; his career trajectory: working at the Cambodian Mutual Assistance Association, working at the Massachusetts Department of Youth Services, and becoming one of the earliest probation officers of Cambodian descent at Lowell District Court; his other community activities; and his family. <br /><br /><strong>Sivaing Suos, August 2019, Oral History #19.05</strong><br />An oral history <span>interview with Sivaing Suos and interviewer Tyler Sar. In this oral history, Suos talks about her early life in Cambodia and immigrating to the U.S., her experiences pursuing education and holding various jobs, including working in the mental health field and with families experiencing domestic violence, and her family.<br /><br /><strong>Niem Nay-kret, September 2019, Oral History #19.06</strong><br />An oral history interview with Niem Nay-kret and interviewer Sue J. Kim. In this oral history, Nay-kret talks about her early life in Cambodia and during the Khmer Rouge and her experiences holding various jobs in the U.S. related to healthcare, including prenatal care, mental health, and more.</span><br /><br />-------------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Chornai Pech and Monita Chea. Source A related resource from which the described resource is derived Southeast Asian Digital Archive Oral History Project, 2019-Ongoing. UML 17. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Subject The topic of the resource Oral history Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Niem Nay-kret oral history transcript, 2019 Subject The topic of the resource Health services Oral history Description An account of the resource The transcript of an oral history interview with Niem Nay-kret and interviewer Sue J. Kim. In this oral history, Nay-kret talks about her early life in Cambodia and during the Khmer Rouge and her experiences holding various jobs in the U.S. related to healthcare, including prenatal care, mental health, and more.<br /><br /><strong>Content warning: </strong>Mentions of weapons, violent situations, and situations that may be distressing Creator An entity primarily responsible for making the resource Nay-kret, Niem Kim, Sue J. Source A related resource from which the described resource is derived Southeast Asian Digital Archive Oral History Project Publisher An entity responsible for making the resource available University of Massachusetts Lowell Date A point or period of time associated with an event in the lifecycle of the resource 2019-09-15 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.  Format The file format, physical medium, or dimensions of the resource application/pdf; 33 p. Language A language of the resource English Khmer Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml17_19.06_002 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2010-2019 Cambodians Documents Indo-Chinese Psychiatry Clinic Lowell Community Health Center Massachusetts Department of Developmental Services Massachusetts Department of Public Health Southeast Asian Bilingual Advocates Incorporated Southeast Asian Birthing and Infancy Project https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/6687a7d7778ca1b7d17ce93628726758.pdf?Expires=1785369600&Signature=vHVsviwKP9Mo4GekwIotkevU%7EVGuEm%7EfV-0gSJ9pGyEJ-daSG%7EGfgev%7EVArHhGEB9qaNuNqznIHmX6WLShQVoQ0cMu1BsoT2kYLLwWMOAHYffOF1CTpB7prhUY-On80VuZCrAAYEltHrLVO8GjYqfHV5Uvci1woNf9QdPc0wry1iq6HmvN-GKIxJ-uehsArebX5dxOpaADnbPiJyjK7k9mFN0ECcU3Lhj6OcGTE8XzLDZ1CVUTyGDOiLzybz5se7ZwayOD7KORgf7XQo35Tx87MihnRYd0IurFoHGgwfYzb2f0bFIcZDu3l1Ha7iVZILHBgiopSN1AtXxevYoMaUqw__&Key-Pair-Id=K6UGZS9ZTDSZM 65cfacde5df5af1bef4347cd31bcbdea PDF Text Text ~iSmaaas~mQ v~ ~ ~ ,, C, QS9~~~~a$~2ij u15134815 fotosearch.com www.inmagine.com/faa025/ faa025000615_photo 120 Cross Street Lowell, MA 01852 978-454-6200 www.aboutorgan icsco.uk/organics_food_ vegetable.html www.johnjcolombiiidds.com/i mage/25337462.jpeg This message is translated from the Masshealth/Well ness booklet. www.mass.gov/masshealth/wellness �~ G~nSin~SGnSi~iS~nmmss~m~ ,nn s~:sfis"~·~'~m~s~~G~nSin cJ w ~ w:J • L~ftgwngrnn s~ urum111s2 ~13111 mnSr 9:11 tLtMtajir111tSui • trflilltt18Jftsrutflrumn111fiq,F•~cunu tSr:firmi~~ii . rmufjumtlfimUJ ctrf u usmUJ ctrfi ,.., I J. I I • tm illttl 8Jtf!DJ wm fit£!DJ tan 11fiii uii~ fi 13f;fillgl • ~rm1tlrmurrrgua.or1s~ {CTf!i'H:flS emITTf:f£nf:f rsirtHUf:flStcirm~i lA 1-J . , ~~~~s~ ' ~i n . , .,., ~~~i~ • ~iftSf1JWJS (iiitffOJfl~f:fUTiffln.[JS) mtlt~f:ffimur EJ~ i ~jtfi oJrtfgucig fllfiiitrt~fmtlt~f:ffi sru u u • ~rformurrtrnJfl~f!JtHruti~ f:ftm1 filfi m n~ tyi wm tl !!J nmur' rf o .... mur' u cf O Q~tLITTf:fi tffCUWJSfimurqg1s tffiill fill1DJ7UqQ!!7i Smnit'lm~cssG5~~ruS~siS': u· :J • mrurtlftW1ry11 <thm:r-mftW1y11) mmrnrtlnW1y11 ~111mrfty111 ~r2: tan iifiiiL~ITfit!Jl tmf:f i M ~ • tmilltfgucigmurJrann!;[nftsru f43rnn tan iifiiitm illy! s111 LUm i • trflUJtfnuCliinftsnrmnffaun1mm:tfrsd .. ~ u "' :J mtlnmur rfouijmfiii thm:unrr:iru urn~ntrinn~ uun1mm:tfJsd~rfo unUJm8Jftsrumtlnmur r:.og1r~tfii1 • 11mr1ruf4r:is <nsrumn~uun111rn1:) mtlt~u mur ctoi oJitfHUU-QfiiUWfi11 tflL~ffisru mmi tlullill 1 n .__,, ,o-n CL; ., .. ' • mrmwruwr-rni ,.,. • nnirLm~giri 11~r:run1n tiaemITTf:fifif:f tiarm~m ~~ ti~mciwrtwrunr:rn~~Jf!JllU'1 ' • 1fiTISJ1HiHllifi nJiur mmmnmmurwu ..., mrrr:r~ run fi '1 ~ rs C, M ,-, c:., u � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection, 1992-2014 Description An account of the resource This collection is in progress. Final items and associated metadata may be different from initial items and metadata. <br /><br />Note:<br />Digitized issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> from the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection have been added to the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Omeka collection so that issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> may visually appear together when browsing in Omeka. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A brochure on wellness, [2009-2011] Subject The topic of the resource Nonprofit organizations Health promotion Description An account of the resource A brochure translating into Khmer information from the Massachusetts Wellness booklet. Brief guidelines on mental and physical health, including regular physical check ups, regular dentist visits, screenings for cancer and diabetes, and consuming healthy foods. Creator An entity primarily responsible for making the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection Publisher An entity responsible for making the resource available Cambodian Mutual Assistance Association of Greater Lowell, Inc Date A point or period of time associated with an event in the lifecycle of the resource [2009-2011] Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 2 pp. Language A language of the resource Khmer Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml22_b01_f01_i004 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2000-2009 2010-2019 Ephemera https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/f886b5fd6ebf168b02c32003b2591db9.pdf?Expires=1785369600&Signature=XYhvkRI-rpr5W%7EgYI%7EI398EVI1p0pYmqBL58i13GGczSRc9ASLo1ckIs%7ErqpUkw4DkZE0rpFP7q9G%7Er54OQJfHo9PZJra-fd8TIN7yX6-WoPLE6DqEgVA8IklD0G2XucKN%7Ez7DcnL4Ot9cbprTHNtkPSXJQuaTKGQ5WY%7EaeYTuqizKmWevqcOwf6dw2Uq-33ZNT-AhdG8OhJsbr855kgQ8jyjBL086ZtbHunXX%7ERkIzKTXa6giNnG5guB-bePRU1agRJ61XEvLmeeBSshvEiGnKaqhAPCE%7Eum-zaita2FKfLkWu5deaKGH5X%7EespoF5owN37s0b70seRt0D-lz0vOA__&Key-Pair-Id=K6UGZS9ZTDSZM 6d486e0ee1d6c54e9c8a0379f5fb62ab PDF Text Text CMAA Cambodian Mutual Assistance Association In Collaboration with Lowell Community Health Center's COMMUNITY HEALTH FAIR Date: Thursday April 1, 2010 Time: 9:00am to 12:00 noon Location: CMAA, 120 Cross Street, Lowell, MA 01854 Free Health Screening and services on: • Blood sugar checks • Blood pressure checks • Stress( depression) screenings • Counseling and Testing sessions for HIV Services • Health Benefits/ Health Insurance Information and enrollment on: For More Information call: Ronnie Mouth Jud ith Nelson Molyka Tieng Niem Nay-Kret o o o o o Masshealth CelticCare BMC HealthNet Plan Neighborhood Health Plan Network Health Plan 978 - 454-6200 978 - 454-6200 978 - 322-8768 978-937-9700 Ext. 4504 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection, 1992-2014 Description An account of the resource This collection is in progress. Final items and associated metadata may be different from initial items and metadata. <br /><br />Note:<br />Digitized issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> from the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection have been added to the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Omeka collection so that issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> may visually appear together when browsing in Omeka. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A flyer for CMAA and Lowell Community Health Center's Community Health Fair event, 2010 Subject The topic of the resource Nonprofit organizations Health promotion Description An account of the resource A flyer for the Cambodian Mutual Assistance Association of Greater Lowell, Inc. and the Lowell Community Health Center's Community Health Fair event. The event was to take place on Thursday, April 1, 2010 from 9:00 a.m.-6:00 a.m. at CMAA, 120 Cross Street, Lowell, MA 0854. The event was part of the programming for an Executive Office of Health and Human Services Enrollment, Outreach and Access to Care grant. Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection Publisher An entity responsible for making the resource available Cambodian Mutual Assistance Association of Greater Lowell, Inc Date A point or period of time associated with an event in the lifecycle of the resource 2010 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 1 pp. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml22_b01_f01_i003 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2010-2019 Ephemera https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/a271816feb0321e3e52aa0da379e1f93.pdf?Expires=1785369600&Signature=aPLhlal5b2tNW%7E4ADMTbIKfGRnhvO5G5DHiMYVwtUN0Q9A8C5Kl8XUfo3TF624iTYcsvnyl5y%7ELnmADau9CQFOxv1U7rVu0d%7E1qMtcW5mXO-0JY2jy6kVca%7ENDYebPBeQnDO9G74ggENvvWyNDGZVGonyGF%7EYeBM83SdqPGYXKm7mLEUcx%7ElU3xPWH2QjTWZ5lFUxjlpqC4NP-z5RiRsCD4r0Oj4NHAtdSZuVdnNtDRGLLY%7ELmHfpzkiXxq%7EAXSDnMbxGZcmjvhO%7EagQFQz6JmUus12pbwJU2%7EhRlmFu2O4f05672WFu0%7EaaRJQ1tzT5OvLTDKI9CyKr7nnXQ9tcUw__&Key-Pair-Id=K6UGZS9ZTDSZM be53cc4bf0451ac96bdf6425adb017e1 PDF Text Text ,, @flfinmuAfff7 /:if:!sf:t/f:Jw&Affl nf:f u·~ .., -. Q ' "' SJ:5 Fi13J:r13, fsSfiJS&Aft:Jffu, u (;:;I ft5J:5f:fffu! , ,::-, u Clemente Park on 823 Middlesex Street, Lowell, MA 01851 trJruJIM: 3:00PM-6:00PM QI ~ c) 1 ffJfru?~-{!n filln11t:1fif:f1Sf5f~f:f ~f:f@?Fi@~: Navey Nuon: 978 454 6200 ext. 1029 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection, 1992-2014 Description An account of the resource This collection is in progress. Final items and associated metadata may be different from initial items and metadata. <br /><br />Note:<br />Digitized issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> from the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection have been added to the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Omeka collection so that issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> may visually appear together when browsing in Omeka. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A flyer for CMAA's Connecting Community with Resources event, 2010 Subject The topic of the resource Nonprofit organizations Description An account of the resource A flyer for the Cambodian Mutual Assistance Association of Greater Lowell, Inc.'s Connecting Community with Resources event. The event was to take place on Thursday, June 24, 2010 with the rain date reschedule of Monday, June 28, 2010, and was to take place from 3:00 p.m.-6:00 p.m. at Clemente Park on 823 Middlesex Street, Lowell, MA 01851. The event was part of the programming for an Executive Office of Health and Human Services Enrollment, Outreach and Access to Care grant. Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection Publisher An entity responsible for making the resource available Cambodian Mutual Assistance Association of Greater Lowell, Inc Date A point or period of time associated with an event in the lifecycle of the resource 2010 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 1 pp. Language A language of the resource Khmer Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml22_b01_f01_i002 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2010-2019 Ephemera https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/35998ff16b52cb1d0f43b11735a712f6.pdf?Expires=1785369600&Signature=q%7EN0q7j3yQhQGT9PzFZrghEAkzk5VfY7uFpyS2tFOM2oOhXdoIwK53fJfu18AOItq2PeCI%7EcOu1xcgs96eVEkmvpJ53du6eofH00MOJAzLQsO7RS7jeHowHdEcazTmJ1WRGNBan7FyasQGGCnuncNaA2QSoMKZdSYU8A-824KUyhNMDLDAev36z90FAA1Lw5G7FDB%7EEPXhVCWXdGxNB1wFFeHNSFJsmcMbxpfCkhHEFflozMiTnly-OUI4vyO7d41AYGh01Hi6bvhhg4hQ93AAJgZrAKfbuogT3E4cnpEa7dhLaRP4P4e4MVrTl4%7EtgofO9pjEUQvXPKD5qDBIr7gA__&Key-Pair-Id=K6UGZS9ZTDSZM e51c7bfaa93584bc20b6638fac25bf8f PDF Text Text Connecting Community with Resources When: Thursday, June 24th, 2010 Rain date: Monday, June 28th, 2010 Where: Clemente Park on 823 Middlesex Street, Lowell, MA 01851 Time: 3:00PM-6:00PM For more details, please contact: Sengly Kong: 978 454 6200 ext. 1011 or Navey Nuon: 978 454 6200 ext. 1029 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection, 1992-2014 Description An account of the resource This collection is in progress. Final items and associated metadata may be different from initial items and metadata. <br /><br />Note:<br />Digitized issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> from the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection have been added to the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Omeka collection so that issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> may visually appear together when browsing in Omeka. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A flyer for CMAA's Connecting Community with Resources event, 2010 Subject The topic of the resource Nonprofit organizations Description An account of the resource A flyer for the Cambodian Mutual Assistance Association of Greater Lowell, Inc.'s Connecting Community with Resources event. The event was to take place on Thursday, June 24, 2010 with the rain date reschedule of Monday, June 28, 2010, and was to take place from 3:00 p.m.-6:00 p.m. at Clemente Park on 823 Middlesex Street, Lowell, MA 01851. The event was part of the programming for an Executive Office of Health and Human Services Enrollment, Outreach and Access to Care grant. Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection Publisher An entity responsible for making the resource available Cambodian Mutual Assistance Association of Greater Lowell, Inc Date A point or period of time associated with an event in the lifecycle of the resource 2010 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 1 pp. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml22_b01_f01_i001 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2010-2019 Ephemera https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/26515df18ec836f77b4dc8baf0935b23.pdf?Expires=1785369600&Signature=Xmr-wAaX6yUgB4XoGEYw85Imp7DTfwTV70xrFFVImHk7gfe25Qo6W%7EW%7EE1LDooPYjQXafE52oot01L93xTous9Xcr29x1DJyTy3TXyxX4clAQRGiDhv4ygoItFx4rgw1rcpv5JsS7IzGR3varSSW3SXVgXBRlbMF13TsL-ROvQHIzAATVu2ofAvQKad9n0K8E15Y-KM9SDdV0MtFN14YqmIRZjQiKx1XUBVE%7EjR9khmwq6xLkV%7ED5CP3Sv4U7ZJiB5y1x-2dwT6lp-QFhyelEo6bKMb5r46PFjlX5SjX%7Eh%7EvfgwygtYvPexd7cCVF6yVXG2WoE0QfIr6n4Q3pnRXoQ__&Key-Pair-Id=K6UGZS9ZTDSZM c0535025225ba97c30f0d45aedd9bcb9 PDF Text Text Job Description Position: Program: Supervisor: Grade Level: Program Coordinator Elder Service Program Assistant Director Summary: The Elder Service Program Coordinator is overall responsible for the design, implementation, monitoring and evaluation of the Elderly Services Program (ESP). The Coordinator ' s responsibilities will include outreach to Cambodian elders through a multi-media advertisement campaign, the identification and training of Cambodian mentors to assist the elderly, and assist the elderly in their dealing with the US Immigration and Naturalization Service. The Coordinator will also be responsible for the development of new programming activities, the supervision of project staff, and the financial management of the program. Functional Areas of Responsibility: A. Overall responsibility for the implementation of the Elder Service Program. B. Responsibility for the management of the program budget in accordance with the policies and procedures of CMAA and the funding agency. C. Oversight of the project's monitoring and evaluation to ensure that the proposed outcomes/goals of the program are met. D. Coordinate and/or participate in the development of new programming initiatives in the area of support for the elderly and other activities proposed by CMAA. E. Supervise project staff. F. Represent the project to CMAA staff members, other agencies involved in Elder Services and the funding agency. Specific Tasks: A. Overall responsibility for the implementation of the Elder Service Program. Al. Ensure that the elderly population has an increased understanding of new federal requirements, and the potential impact on their self-sufficiency, as well as the citizenship process. A2 . Identify and train Cambodian mentors to assist the elderly Cambodian citizens. A3 . Identify and assist appropriate Cambodian elders in obtaining citizenship, and facilitate access to other services available to them. B. Responsibility for the management of the program budget in accordance with the policies and procedures of CMAA and the funding agency. Bl. In collaboration with the Fiscal Manager, ensure that the program budget has sufficient resources to ensure the achievement of the goals of the project. B2. Review monthly program expenditure reports to ensure that the project budget is being adhered to in accordanc e with the program contract. B3. In collaboration with the Fiscal Manager, re-align budgets and submit requests for budget amendments when appropriate . I J j 1 �B4. In collaboration with the Fiscal Manager, prepare all follow-on requests for program funding in a timely manner. C. Oversight of the project's monitoring and evaluation to ensure that the proposed outcomes/goals of the program are met. · Cl. In collaboration with the Assistant Director/Programs, ensure that the Program has a logical framework which clearly articulates the goals/outcomes, outputs and activities of the project, and the means of measuring progress made against program goals. C2. Ensure that a system is in place which routinely monitors the progress made against stated goals and objectives. C3 . When appropriate, modify goals/outcomes of the program and notify funding agency with full justification for changes in plan. C4 . Prepare monthly, quarterly and/or annual progress reports in accordance with the procedures of CMAA and the funding agency, and ensure that the reports are submitted in an accurate and timely manner. CS . When required by a donor, prepare.the terms of reference for a program evaluation in collaboration with the Assistant Director/Programs. C6. When a program evaluation is conducted externally by the funding agency, ensure that all program documentation is well organized and available, and assist evaluators as required. C7. Ensure that lessons learned from program implementation are incorporated into all new programming activities within the area of support for the elderly. D. Coordinate and/or participate in the development of new programming initiatives in the area of support for the elderly and other activities proposed by CMAA. D 1. Coordinate the development of all new programming activities in the area of support for the elderly in collaboration with the Assistant Director and other CMAA staff, ensuring that the lessons learned from the past are fully incorporated into the design. D2. Prepare and/or supervise the preparation of proposals for grant financing for all new programming activities in the field of elderly services. D3. Coordinate the development of a Logical Framework which clearly articulates the goals ,' outputs and activities of the proposed program, and ensure that verifiable indicators are included to adequately measure the progress made against program goals. D4. In collaboration with the Fiscal Manager, ensure that the program budget submitted has sufficient resources to ensure that the goals and objectives of the new programming activity may be met. D5 . In collaboration with the Assistant Director and/or Executive Director and other CMAA staff, actively solicit and/or participate in meetings with potential funding agencies and donors . D6. Identify potential funding sources for new initiatives in ongoing projects and/or new programming activities. D7. At the request of the Assistant Director/Executive Director or other CMAA staff, participate in the developwent of new programming activities as appropriate. E. Supervise project staff. E 1. Develop detailed job descriptions for all positions funded under the project, and submit to Assistant Director/Executive Director for approval. E2. Participate in the recruitment, interviews and selection of all project staff funded under the project. �E3. Provide ongoing and constructive feedback on job performance for all supervised staff. Coach and mentor staff as appropriate . E4. Ensure that performance appraisals are prepared in accordance with the policies and procedures of the CMAA for all staff supervised. F. Represent the project to CMAA staff members, other agencies involved in Elderly Support and the funding agency. F 1. Represent the ES Program to all CMAA staff members at regular meetings, and ensure that the staff of the CMAA are fully apprised of the progress of the program. F2. Represent the ES Program to other agencies involved in ES, and develop partnership relationships when and if appropriate. F3 . Represent the ES Program to the funding agency in collaboration with the Assistant Director/Executive Director. Authority and Autonomy The Program Coordinator will have a high degree of authority and autonomy in the day-to-day decision-making and implementation ofthe program. The Coordinator's decision-making authority is inclusive in accordance with the signed program contract. Any new interventions must be approved by his/her Supervisor. Primary Contacts Assistant Director of CMAA Fiscal Manager of CMAA Project Directors and Coordinators of CMAA Representatives of other Agencies involved in the area of support for the elderly Funding Agency Qualifications: l. 2. 3. 4. 5. 6. 7. Bachelor Degree in Human Services or related field. One to three years of experience in program management and/or human services. Outstanding interpersonal, organizational and computer skill.. Experience working with linguistic minority populations and bilingual staff, and considerable knowledge of the Lowell community and Southeast Asian population; outstanding written and oral communication skills in Khmer and English Outstanding program design and grant writing experience. Ability to solve problems, and excellent group management and facilitation skills. Committed to CMAA' s mission to empower and improve the quality of lives of the Southeast Asian population and other linguistic minorities. Agreed By: Incumbent: Signature Print Name Supervisor: Date Signature Print Name Date � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection, 1992-2014 Description An account of the resource This collection is in progress. Final items and associated metadata may be different from initial items and metadata. <br /><br />Note:<br />Digitized issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> from the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection have been added to the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Omeka collection so that issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> may visually appear together when browsing in Omeka. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource CMAA's Elder Service Program coordinator job description, [2006-2012] Subject The topic of the resource Nonprofit organizations Description An account of the resource The program coordinator job description for the Elder Service Program at the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection Publisher An entity responsible for making the resource available Cambodian Mutual Assistance Association of Greater Lowell, Inc Date A point or period of time associated with an event in the lifecycle of the resource [2006-2012] Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 3 pp. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml22_b02_f02_i001 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2000-2009 Documents https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/034cc895f865f3f101040ef0892a46e0.pdf?Expires=1785369600&Signature=vqkm-ptQjtbTfC8UdxB18%7EeLm-pMTxZE1kD2haL84xfVXB151LNekqYrfjJAM4RjtB7hO7FktoqfN9d9VVLZrBqGfEhZQrMGiOnS8Q10y44ARMcEyBqnGr0aOaLE9BbmYrUo1grKQ%7E%7EBNyPj7STxZmnJKAoxjfp-YSMkCbf-v62XvVfDukOStudspcfa4uQ8M4SFjNB1AFiyYagFvMHCHn8ymz90tzijbDIHpOUTHntAfdwqmKhwpvZAPaLqFY3CnWT8WCg4h-sK0xDa-mikPHf7G5T460ERRNN1lZDAW2oUNx9SADBAi8dFCqOm-dOTFoHRdAwwhhptA4Xgx9xpEA__&Key-Pair-Id=K6UGZS9ZTDSZM 2e352e7ee68157ebdde5a6caa1610959 PDF Text Text L~ YU1 nJUi y1 ru - HU1 Fi Ctfl c:. Gt;.t!J 1,um s Mm l=iYHH FiffilUMn di unri H~l,Uti!S Mm l=iY&~f G Fi William Lipchitz nrl : tn f ffi_Fi Gnrln Stuart Santelmann : tru~fil Gnrlfi James J. Cook : MmOfi G Ii Sl .t!i Mf nrTI fl nr1 : Mm OIi Gnrlfi g13 flS n-n : MfflOfi HfiSl.t!iu f3.t!i GYfil2 : MmOfi ifnsi.t!i NS M3iu : MmOn &nrin trflfi : Mmon u ,J tis ttguru;i n tni tr. y1J1 'i..P Q MYJE:l Gnrlfi SS flMSl M Gnrl Ii H.t!Jc:. 131 Sf@ I c::J Gnrl fiUrul n JeffefY Gerson Gnrlfi&YtITT HS 'fisas GnrlfiGYtil1 Thomas Stylianos, Jr. IC.QJ Mission Statement The Cambodian Mutual Assistance Association is dedicated to improving the quality of life for Cambodian Americans and other minorities and economically disadvantaged persons in Lowell through educational, cultural, economic and social programs. A United Way Impact Partner Cambodian Mutual Assistance Association of Greater Lowell, Inc. 165 Jackson Street Lowell, MA 01852 (978) 596-1000 Fax: (978) 454-1806 www.cmaaloweH.org Vong Ros, Executive Director Hai Cheng, President �... ..., ... "~es sas e~an"~ .... n!BStDSnnCU.5MBH1CUa5tnlitlSJtBI : Fif!ifl&z: , ... ... AA' 0/ 0 - ' "4JI C1&Le)Z{!Fifln1!f! f,[Af~Filf!i[J&u:rJm15rJzeFilzffi[J1&Afi r@je§ef!?z[JJtJfmnmttwcrfl{J7rAfl7fl.[8mmr{JeJ Lnff 91 e~nfmfEflzil5Fili ffJ1 r;-,m§e!iiiFili mit::I "l wrf:g z,ar;m : t::lf@Fi& mgffif!, t::l&m:J!ie, r:tlfi 87&Tl&mli ~ftJifftJruT/f!' 'T t::lfeert)e §et::1frrJJftJru:nf!r:tirfJg " !ir!Wrn:1irf1i~ rhFi7tr/!37wFi11wm.fwt::1zufjftJgz §eFiJi~~@ni,;m i " ,., .., " ~~UG!ifflS~j~ru 165 Jackson Street Lowell, MA 01852 0, .. OfZftJfflil!iH1&f!iFi ... fj]J,jl!J!Jf!JfffWS:ftJffJfifff~JTj1t3fjW AfU7fiffmwJ,j ~ J,jAfmfiffsm,:J I Uf!jWfJ&@fFljfiffJ?Wtj1t3{jmfftff1 ...... Cv-.J fJ 'f ... 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For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection, 1992-2014 Description An account of the resource This collection is in progress. Final items and associated metadata may be different from initial items and metadata. <br /><br />Note:<br />Digitized issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> from the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection have been added to the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Omeka collection so that issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> may visually appear together when browsing in Omeka. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A CMAA organization brochure, 2006 Subject The topic of the resource Nonprofit organizations Description An account of the resource A 2006 version of the Cambodian Mutual Assistance Association of Greater Lowell, Inc.'s organization brochure providing information on its programs and services and listing staff, board of directors, and advisory board members. The brochure also includes the organization's contact information: physical location, phone and fax numbers, and website. Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection Publisher An entity responsible for making the resource available Cambodian Mutual Assistance Association of Greater Lowell, Inc Date A point or period of time associated with an event in the lifecycle of the resource 2006 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 2 pp. Language A language of the resource Khmer English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml22_b02_f01_i002 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2000-2009 Ephemera https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/ba5cc4c18fa9011ec1ab168bc9fbcdff.pdf?Expires=1785369600&Signature=QGYjddbbp9asQyK0aTDsYEM-F%7EaXL2m%7EBsLNIfySul9%7ECHE0uSvFmdcl2NV69ptjnc0c6lAAHQQuhw6bPPdH1QYl43zIcxUro3W5n7BIdHuXHaW-czR6JoqY76mehkSB1W0vjLsoEJ0NlmKBZsH2y0spkEnjLQoVkSq8R-Xs35aW8TArNBIxFmaMu0AOqeWKSkY-Fj8FJsoEXTBi9qQCfMGcmaL7%7Elen3sOleGIq8kbNWJkaAI8TgHAwLKBrLHRmhYOvACiUSV7ae4i8oZCs69zcm-frzqoZLQ08wTw4o23OtEBOGQ81Yifu-RPTSMowybbjuWXh0HGHK-%7EZhOm-3Q__&Key-Pair-Id=K6UGZS9ZTDSZM 07d70184f0990df7eedc99483af47317 PDF Text Text Board of Directors Mr, Hai Cheng, President Dr. Phala Chea, Vice President Mr. William Upchitz, Treasurer Mr. Stuart Santelmann, LICSW, Secretary Mr. James J. Cook Mr. Sovanndara Neang Mr. Tooch Van Mrs. Melody Suong Ms. Sophy Suon Mr. Borath L. Men Advisory Board Dr. Sambath Keo Mr. Vesna Nuon Mr. Chanrithy Uong Dr. Jeffrey Gerson Attorney Vanthan Un Attorney Thomas Stylianos, Jr. Mission Statement The Cambodian Mutual Assistance Association is dedicated to improving the quality of life for Cambodian Americans and other minorities and economically disadvantaged persons in Lowell through educational, cultural, economic and social programs. United .-. Way ~ A Uni t e d W y Impac t Partn er a Cambodian Mutual Assistance Association of Greater Lowell, Inc. 165 Jackson Street Lowell, MA 01852 (978) 596-1000 Fax: (978) 454-1806 www .cmaalowell.org Vong Ros, Executive Director Hal Cheng, President �PROGRAMS & SERVICES Cambodian Health Promotion Project- teaches participants how to communicate better with their health care provider and provides information on treating and preventing specific illnesses such as diabetes , cardiovascular disease, cholesterol, osteoporosis and high blood pressure. Funded by the US Office of Refugee Resettlement. The Cambodian Mutual Assistance Association Of Greater Lowell, Inc. 165 Jackson Street, Lowell, MA 01852 (978) 596-1000 Fax: (978) 494-1806 www.cmaalowell.org For more than 21 years, the CMAA has helped Lowell's Cambodian and Southeast Asian communities, offering a wide array of services and programs through the years. The CMAA is a non-profit social service agency dedicated to providing programs and services that improve the quality of life of Cambodian-Americans in Lowell. Every year we help hundreds of Cambodian and Southeast Asian refugees and their families reach their full social and economic potential. Cambodian REACH 2010 Project, a health education initiative which is a partnership with the Lowell Community Health Center and others health care providers. This project is part of the US Centers for Disease Control's "Healthy People 201 O "initiative, and is aimed at reducing disparities in cardiovascular disease between the Cambodian refugee population and thegeneral population. Monorom Family Support Program assists families with developmentally disabled children by providing case management, respite care, counseling, and recreational and educational opportunities . Funded by the Massachusetts Department of Mental Retardation Young Parent's Program aims at reducing welfare dependency among young parents, ages 14 through 21 , who have not achieved a high school diploma or its equivalent. YPP espouses a model of employability development to successfully prepare an individual to obtain a job as quickly as possible in the primary labor market. CMAA's YPP attends to the whole person, recognizing that basic educational and job specific skills are important to young parents in the acquisition of and advancement in work. Funded by the Massachusetts Department of Transitional Assistance. Adult Education- provides our clients with computer, literacy, and GED classes. A partnership with Lowell Adult Education. Citizenship Assistance Program Assistance is provided with preparing and filing naturalization petitions and the required supporting documentation, and preparation for the citizenship interview. Walk-in assistance and referral. CMAA staff members provide assistance with other problems, and referral to other agencies that provide specialized assistance for clients who need expert help. Assistance for Families of Deportees In partnership withBoston College Law School, CMAA offers intake services to identify deportees whose cases can be handled by the Ruby Slippers Project, which assists deportees and their families. Staff Directory Vong Ros, Executive Director Thirith Hut, Fiscal Manager Joseph Sexton, Grant Writer Ronnie Mouth, Office Manager Judith Dickerman Nelson, Young Parents Program Marion Best,YPP Instructor Dr. Sengly Kong Health Education Department Director Brian Chen, Monorom Program Coordinator Thy Chey, Monorom Program staff Karena Doung, Community Health Educator Im Sok, Community Health Educator , .•. , ; � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection, 1992-2014 Description An account of the resource This collection is in progress. Final items and associated metadata may be different from initial items and metadata. <br /><br />Note:<br />Digitized issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> from the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection have been added to the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Omeka collection so that issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> may visually appear together when browsing in Omeka. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A CMAA organization brochure, 2006 Subject The topic of the resource Nonprofit organizations Description An account of the resource A 2006 version of the Cambodian Mutual Assistance Association of Greater Lowell, Inc.'s organization brochure providing information on its programs and services and listing staff, board of directors, and advisory board members. The brochure also includes the organization's contact information: physical location, phone and fax numbers, and website. Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection Publisher An entity responsible for making the resource available Cambodian Mutual Assistance Association of Greater Lowell, Inc Date A point or period of time associated with an event in the lifecycle of the resource 2006 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 2 pp. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml22_b02_f01_i001 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2000-2009 Ephemera https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/240e7bda0a62c162162030b3a98c55ea.pdf?Expires=1785369600&Signature=gnVHDbxpULopQaEh8%7EBd2dK4TuS%7EJMg0iz6xjt-Q7TtMmE0f7wQ6%7EPZTBYfyJIP9GoZsMivVr4e64S4yzQcTMRq9v1pHuYYvPWG45u4Yi%7EHD8vZ1KS5450veHsv5BTwwOvQpNtYMiJFR5vGlLEW-it4fmdAbn-SBFuWSKivocf0gBP7KYRV5fKjMiCneqXj6G7qUoOwbJvSp6zCahK47MGQSN46bjTT5o3bOoLnQvNlGgUX62xrHeEd1zO9kCYDFStY37kPc9qATAMawY079gxtBNyvthH7KfXnns4ogOmSwpACiQTgkDDhExf8qXV8adtyAy5ZH%7EZYq9aAwvNvk%7Ew__&Key-Pair-Id=K6UGZS9ZTDSZM 43054b1f0afc9e1d1862a7e4fdb696a6 PDF Text Text --CAMBODIAN MUTUAL ASSlSTANCE ASSOCIATION (CMAA) Of Greater Lo~~U,,In~ . . · ;. .• - - ·' , ~-,.. ·' - . . ·, ,. ., c :. ·· .. _,: ( • . . BYLAWS TABLE OF CONTENTS Article 1.1 1.4 Name and Purpose Location Cqrporate Seal Fiscal Year Article 2.0 Membership Article 3.1 3.2 3.3 3.4 3.5 3.6 Number of the Board of Directors Staff Regular Meetings Special Meetings Quorum definition Annual Meeting Article 4.0 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 Board Elections Board Size and Tenure Board Nominations Term of Office Board Vacancies Removal of Board Menibers Board Member Attendance Termination of Appointment Quorum of the Board and voting Article 5.0 5.2 5.3 5.4 5.5 5.6 5.7 Officers Election of Officers Officers of the Board Chief Officers ·and·Spokesperson of the Board Duties of the President Duties of Vice-President Duties of Treasurer Duties of Secretary Article 6.0 Sponsors Benefactors, ContnoUtors, Advisors, Friends of the Corporation Article 7.0 Execution of Papers Article 8.0 Amendments Article 9.0 Executive Director Article 10.0 Use of Earnings Article 11.0 Compensation and Conflict of Interest 12.0 Personal Liability 1.2 1.3 ~ -. 111· ,:t 5.1 ~ , f.. • Article Revised July 2003 1 �Article 13.0 Article 14.0 ' Dissolution of the . Assoclation Official Langultges of the Msociation • , •. •• • •' •• ' .' ., 1 - ' •• The following articles were amended fjj July ·29, l003: Article 3.1 Article 3.6 Article 4.2 Article 4.2A Article 4.3 :.1: 1' .. Article 5.2 Article 5.5 0 :.· : : ' •. • ~ ' • : . ;_ ,, , .;· ,. \ .: · ·.:·•i f , ". ,· ~ : _; : ~ ·:-'. . ~ .' . . ;· ·':/;_ : ,, . : '., ' ~ _, ; _·. ,.;. : . .- .,,: _ : ·,, ,., l '. · , • ;, , ; . ~ .' : L . . ·: ,. Revised July 2003 2 ~ -~: . '·:'. .,. \ . ~ ' ·, !_. -' '.- .:·· . ~ · .. . \ �CAMBODIAN MUTUAL ASSISTANCE ASSOCIATION (CMAA) Of Greater Lowell, Inc. :- -: ' : j •:, ·: . Artjcle 1. , '.. ., 1.3 • ,, ~· . J r ~ · ., ~ .. .=.. ~_, .:~ •...- ~ - . .i , "·;" ":·~· , ·- · ·:- ~ ,' ·::i i , 'f~ ---. ~ - 1: ·•~ : , , .', ! . Name anclPurj>ose ,;•.. '· Name and Purpose of the Association shall be as set forth in the artieles;-ofthe . rg~zati9_.. . 9 n . .. ? ', :-: :- . '. '_ . · , •, ~- · ~·; v.:f {:; ':::, ! ~ · · : ·~ :~·r-. . _ ·-;_ I = _ 1.2 • : Name, Pu~pos~Loca~on,,:Qd Fiscatyelr,, -: , . ,;;;; '. ·<•;•;,, ·. : .::; , · ·.: . 1.1 ·;, •..) . ... _ : ; : : :: , _.; · ( ,; ; '• • • __- .....:. : · : , _ ~ Location The Principal Office of the Ass~tatiPll' in1 ,<Dommon~e~)tlr~rf'.OO:assaohusetts 1s·· to be M local¢ µJ.J};i~ .pjty9f,:L,0w~ll. ;:: ; ·. ;:r ri;;; ,: , . n.,, :;, .. · " :,.< •., · co·.;,o·rate'se~f· · ':: ·:: · \ ,:; ·.:_' :'. 11 : _,,,.:_, .; .: :··, / ' ' .~;·:, ::·'.' .:•::'. .:; ,;'<\:' ·:O' : :· l.\lt,~r:t1i~'. ~i~I.?f.t.ii\~#p'.~r~,iop~. ·:;-.: ·::;·,_ ~ ~'• . . ' t~:tir~ptors,11!3)'.ad9pt'~d 1.4 · · Fisc-al Year .· · ,,:.- -. · :i : ., , · _. . :c.: ·,:. · : ,;•,!: .··. · • ,, ,.,J . , , · .,._,.:-:-:, .Tho ·Fiscal 'Y.ear of the '.Associ'~tfon; m\U~ss dtlietMse · t~idttfnt th:d • l (tfottHf of) Directors, 1 shallendon J~e 30 ,of1eaoli ·;;_i _,_ ;;: I 0 !~~: _: ;··;/:.·:· -\~;\' ../;'·:, . } Article 2. ;,'::-~\i . :.: ' . ', ::·.··'·'. : · . Members~!~i.!~ i:,,. ;·i ·,'..·:'i/::~;;·;"i!",! /O': .'.~:~<., ;:·'. .,:.::i;i/i;:_'.:ri~-;\ ,'.;1i/i,.;i./ :·••·.::!-:, · / .-.1·,_,; , .: : ' ::; _ • ' . ~ ,. ··ih~ ~~mbership of this corporation shall consis.t,:Qfi.aative iregulat:members. Active, regular, annual membership in the Corporation shall be open to all persons who support the non-profit, charitable goals, purposes, objectives and policies,oftheiiCambtidian Mutual · Assistance Association (CMAA) of Great~ Lowell, Inc. A _ erson ,sh,all b~come.a member p of the corporation by registering his 9r her.name ~d;tiddtt:s~1,Witli'tliet~ecr~tary Mthe ··oorporatiort· excq,Hhat'allpersoris1 . \Vh()i\Vet~·icam'e<tn'n1he!S- bre~~ rS~ts as being ~ 1 . ·members on,tlie·'datcflhat itfillrBy!Uaw'is': d6ptea ·ib'.ati"He:1#6mheri lo1':t\iteorporation, and a · shhll not heed 1tfte4egister': tNo;.du~so¥other fed 1sliiill bcH~qhlred'~ a·1 t f cbridition of membership. ··. -. --: . s \ !.~/.~·./n~ .: :r. /·. 1;'J i".· Board ofDir~~to. s "1~ Mee~gs . r Article 3. :r : , ,: . · : :!·< ~:.:. ;· ~ i .• ·i , ··.. :' , ·., .: ••• ..·:' .': .~ ·· _-;. L ·-•• ·'. ! : .~ _. ·: : ··3~1 ·. ·-u~~ec~~~~'fA~~~a~a -;~uly;:i~~· O~)~..:',: :>·.· ·:•;·; ·•:., •· ;),.-_,.i:,•,,·i ·:,_,.··, . .. .·- . .!~ . . ; · The:Board ofDitector!Pslia1l1fo'eonip0$Cd of'rime1(~)'to:iifte,e# (:{S)t>tfedfors, two (2) of - ; , whoin:wm·be'elecied arifi\ililIY,byifueigetiei'aFpublfcp~M~~ t,f~tlei3:6~ and three (3) · ;: , ,·. of w:hom shfill/be appoihied 11,f it"Board 'vote1p'W'Sti~ttotRttfoic614:2.A~i '·1l.ns allows Board : of Directors to consist of members with diverse experiences. At all times; lit least fifty~one percent (51 % ) of the Board P{P~ft9rn $ll~H .~~I ft '.~:!W1R94i~!t~«rge,t. ,. ,.'g 3.- · ·Staff.- .·:·:-- .·. :. .: 1:i : i ;r~·- ~-- ~~ , .,·-~·-·iFi 2 .)ii ~ , ; ~\· : : ; .: 1> . , • i •.~ , .-~ .,- :i ·;;· / . . _ .~ 1 ··The Hoara ofi01Tectors 'shalHiave'tne ahthority1:c(hfrcnui$*t,ciiltiv~ ·l:)fttctorwho in tum ·:sha11 hircfotlier :stafftnbmbers:-' tb fill• sueli ~mff ~o~tlofis'as'.ffie'1'.BdaHr Directors may ·., _ , authorize.: ,':- :,::.)•.,·. ::-:: : ! i·::.·· ··.:.,·:r.:,:-:.·. ·,: ..._:r ;- •,· · .-.:- : - ·. , ' _,;_;::·:· .: , ,·:·. ·.;··':• · ··.: _ , : •. 1 of : ,, • : :. : . : ·.· I . \ ·- } { ~, : · ~:. r,: .1 :> ..~. •;, ! ..:ti ;_··; •,::.·, .,:'.'. •. :->:.,.- :: 1 :_. 's ;-(/.·: ~ · h:<},.>/~ .~:.-,:~.~~·::. ,..:_ : ~ -~· '.::.-v.:··: :,:, -,,i: '> , :, • ,,--,,;· .>,, ~ : i!,.,.,,-, ;_,.) .; ,. _,. _. -R~g111a,: .e~~gsoftJl~ Pit~t91'$ sh.alLbeno:less,tha&q11arterly; .: ·,); ·-,:.._ ' m ::': 3.3 , R«'gu..l~r · ~t,i.ngs:,,. ( M 1 ,··. ' , · : : :'-:' ,•/ . ( ~: ~• ; .: . l ? ~ ' ., : / •. -~, ' · : Revised July 2003 3 .' ,, ; , .J -~ i- :, , •., . ·•,: , :. . •. I : I : �!./'., / ,_ .' l _·~; ·,·•:·:.~·:: _ • 1 .· 3.4 • • • • :t " \ "\ \ , . , • . " , . ' ,i' .. .. ."(} ~. -~ ( ·. -~..:: · ,: :-_ . ';. ' .' --.I . ~ ;. _, ,::: : , :i,:· •. .: ,•_·I . ->( .;..... ·,· ~ i_ .. ' ., )' • !: ·. i,'.• •·'.' .,·- t .· -~ ; :·· ; ,. , . -• . ._ ~ ·,,·· - , Special Meetings Special Meetings shall be called.i>Y'the president, or, if the president is unable or unwilling to call a special meeting, by any two other officers. The secretary shall give notice of any regular or special meeting by mailbl,g1tl\Vritte1tmti~e,-t<fdwlNlitector; tiy,-ffrst class'ttiml, · at least forty-eight (48) hours before the scheduled 1_i .· Quorum :: , .. , ,. d: ·;-:· · :. ,,·. .; ·, :: !'. ,.,;: " _. ; • ,:. . > . .,._ ·. __r) ;: · · :-: ~"-." ,: : ; · :: ,:: ,. :/ .• ; A majority of the members of the Board of Directors then in office·shilFdonstitute a quorum. ~ start~fJ\t~,!n,.~qn~\·:: / 3.5 3.6 .· . Annua1Meefuig·(Amended:Ja1y29', 1l003) :J ·.-:i.:' '. , :, :,:-: - :'- · ~ •-·<· '. · · ' · : .( The Association shall hold an annual meeting (fot-'tlte Beard 1Direcfors, and) for the purpose of electing two (2) members, to the Board ofDirectp~J1'J1,qci:mJance with;Article 4.3. The annu3:t. m~~~- s~ajl .b_ h~ld_ e ~lJ.ritl,~ tll~ l~t S:~ i, phl-'.of each year. ~ General public 'shalt bo nbtili~ -at least'~ weeks fu 'advarice 'o fthe date of the annual meeting. Notice of the annual meeting shall be given by the S~wy ,by;JX>sting :written .- ?~P~ p~~~y WJl~,~~~jpal,p,fli.,~;Qf ~e.~.aµoµ p<Jby~iug a copy of the ~ notice, setting out the date, time, and place 1~f.~e;?,~t;ing tpJ:,e pµ.~J,ism;djn a newspaper in general circulation in the Cambodian community of.Greater Lowell. All such notices shall be given both in English and in Kluner. Every person WQpAa$b:'e~mi:egistereci.within three (3) weeks as a Member of the Association pnor to the Annual Meeting shall have the •nl-.' . •d ,, . .•.. • .. , ', ,.' . .... , ... ·, : · ; -; ., ., • , . nsu't '.to:v.oteatsai · -·meeting;: ,. ,.·, ...' ,, ., , ;.·. .-,·...,,... . ,,.,..· . ... 1.. . ·, (I·'' ·· . -,• ..··". ·' •. ...i·r·~,· •· ,. ·., .. . '•; • •••: •,• •, • ,:: "; .:; r ••: Ji' ,"'\•'. \~ ,- ~-! ~:::,;:~_ , ~; ; q,1;,: •..:• r1 •')'k"> ·>. :-:• .;,:: <::{:,:.:·• •~~ ~~·•· : .• 1J f •, ,•• i 1.' .; ' ,!.~~~-\1/•••: . •• ::,,, ,:;1 •--~ Article 4• ., ,Board:Eledions · '< \·,·: .. · :: ."•;.d > .,·•: ;_ ._ ,;: ..,;,,,. ·.'.\ , . >i,:.:·;,,-. .:·., . I:• . ' ,.-;-;: ; _:··> ::;;-: · of 3/,t<:~_qf 1 ""· 4.l ':· ·: . joaid Siz~~;aJ~~u~~ '.:~:. : · ·..:l·'\:· :-: -;~--·;:,;,t·:: '.,~/·•~i-''-.'./i'.,/'::':.~ · ~ . _• , ~<>::::;,··:: i(::·.;:. . _ ll..iu-P.sha,Il\~o11$isf~fw.ne·(9) to.fi~eµ;(\~)rm~~~~:.,A,_ ijo$.4 M~lllber can serve 'The· a : .. :. .for ~~ ·:c2) _ Q~~9u~~~J wn,;-~~~ey~.,:~ ;s,~gJQ1;,six _ ~i ~ars, 1 .board member C { a . ..- - VF, i~ - WA put:~~-offi~;f,ori-aH~asi;~ne 1y~~-~f'Qre. .,q~g ~liglbl~.to serve another ~h,aJl. ~ ~ term. :; ,.1 . •. .. , . , 4.2 Board Vacancies (~ended ~uly 29, 2~~~t1_ , :· t, hr·i: ..,."' d ,,,n. <t t - ;· · .•;;-,: ~;: , ,_ A· , : • , . 7 The Board may, from time to time, fill vacl:tic1es causedby the resignation or removal of elected or appointed members on the B,Q~:J9;~ .~~;{~.$.~ :\l~&llce.pf_ i iju~.unexpked term . .In th~~vent;tl,la.~,$e:s_~t .v ~~t~,V'~ ~ :~~c;c~¢pq,itiQJJ.Jltthet~4:Pftll~,t¢tm, the seat e , ,._ . sn~ll:~e : ill~ ~'?.~-~l~tj~µ1 f l>Y::qic;g~~~- .µ~lli.;;.·.~ ~ _~V;eµt thatt\l~ • eat was P ~e: s . ~poin~ed. :'1t.~C? /~cl O:f,U,.eq~.. 1~,~u ll~.,All~1 . PffPQij).1;rneAt, p~uant to Article \)y . "A . ., . . .. ' ~e . 4 !, i .,..,. ..::,_ · ., . ;·;••~ ...~;, :,: :::·=. • ~ <) : ;,·~ .;· .' :· ~t ·i·~:~·.. !:· ~ .' > .,: j .- "~. .~ ' . : '. ;. t :-: ' .. : ·: ....: ;:- : ::~ •.:: ) . ~ /: .. 1 .' • •• : : . • ): .-...:- : : ...... : ·: Board A~pobitments (AtloptecfJii1Vi9~'· oo3f' •' '. ;;; ,,: : ;(, ;-.:' ;; . '. ; ·, i , Annually, one week prior to the September Board of Directors meeting~::"1~ nollllJn\tion ,.coi,nnn,tt~~;~~al~. FFf~m.w.:eµ,, b.re(?i(3) (?. di4a.1~$:{~i ~ppQ~RUtm,t\JQ;t,4e ijpard. The q ~ .·. su~essfµJ pallw~t~s .~t1:~~;C~~;~9 • ·tlu;~,{3)r)IO.lll,'.J~tm~;,bi.)th.~ :~yep.t that an ...' . appoirihnent is demed, tiie·nommation committee shall recommem:t ap.otJ:ter candidate for a vote at the next regular Board meeting until the position is filled. At the end of an appointed member's first term, an ~ditional three (3) yeat? tei;ttfhiay-~ ~ - gr,ahted bf a majority vot¢-at the1S~ber:.iregutar~ BoatdI~ gli (The ·Dtreotor-•ri:.-qti~stion will i leave the room at the time of the vote.) Appointed seat shall be filled by appointed 4.2A :, · ,r ·i . ,., :_- '· . . Revised July 2003 4 / I �memb. r .and:eleotectseat shalllbe ,filled.py electe<tmember: ln.~e:eventthat!Bn elected e member resign,before the rend oftthe term,;the·n mntr- p ·candidateiftom !the general . u eJection wi11 fill the position. EJected candidate, at the end ofhis/her term is eligible to be nominated to an appointed seat, providing that such seat is unfilled and vice versa. (The Director in question shall leave the room at the time of the vote.) After six · 6) yeari; the · ' ' { ~inted member shall have to remain out of office for at least one,p~. befof being eligible to serve another term. . . . . · ·., · . _ . r~ • ,:" ~ . : : '. ' ' • ; ' .·' , ; J. • ':."1 ·, . ;. :_) .: ) . .· ,' .; •.. : . ... .. ; • : ; \. ~. ' . ' ,' 4.3 Term nf.Eleeted·Office,(Amenttedi.July,29,;lfJ93)' ; '·r.. :-:.. . : : ··.; · • ,:,; . ·· · ' .. ..·Elections will b .e :heldiannuallyfor~,{l:) ofthe . lectectseats•of1the> e Board'Of Directors for a three (3) year term. 4.4 · Vacancies .· -·. ,:·.' , i \ ·.. . i; .. •1 :• ') •,,,, n ::U ,, , . , d.< ·' ·: . : '. Vacancies shall ·be,fiUed by vote ofa majori(¥"0f;the'Board: f Ditcctors·urttil next regular o election. .. ,, !•.. • •· ,. , . : , ::, . ,; i- · ·:·.- ·,. :'•.:: ._, .:.:. '° ' ; : .. __. , ' .:: ·.,: .• . {\_',:' • . , ·, · .. · ·.,:it J. · ," · , ,•: :_, . Removal 4.5 Removal of any Board Member from offioe;.:,inclµding:!)ffioers?Shttlr be detenniried by a two ..thirds;(2/3 ).voterby.the,Board . fDirectol1S for i&ribh ,cause as grave·misconduct in o . personal or professional,activities:ithat is net c.onipatible:with;the ,purpose o-f the Association; wiHful or,consistentfailure.to·•attend~ :one!sid:uties:1mi.at1-,officer or director, to. ·or1>ther good cause.,:AE>irector orOffioei:!Sm\lliri:0tbe!removed fmtttoffice unless he/she has.received,written 110tioe of ibe proposed cause:for'Teinovat, ,and 0f.the,date, time, and place of the meeting at:which the (Board - hall ;colisider 1suoh,r-emoval -aHeast two weeks s priorto the date of such meeting. No vote to remov~ ~);,!?~~9r. ~r 9ff,i~er shap t,e taken before the director or officer ~ qUJ'Stion shall have b;aifa·'~itsbtiable oppottunity to address th~-~?~1 - ~, 1~~~~~: ~~ ~f;~~~t\~~~ ~~~!;mir?~'. #~ti ;:·;·_i/::i'.:.' ~ ~ : :i >. .. ·· , >: :,r;t, :,, :;.,:· . . .- .;: Members who unabl~.t~_ ~~~d.~gul¥ sche~~~ ~P,~4in.~~is,. rp~s~ µ,~t,ify the; .:, Secretary of their absenbe-'prior fo t)iem, ~g.1 e 'S\i~Jj:) i<?,'1,~c,ati~~,'.~i!f &institute ari Attendance-· . ., . ·, ;,r _; ·;; ,_.. , :.·:::• ·;/ · F.: c-.-:. i.::;:~:. ,,ii 4.6 ,,, :•;;. ·'-' ·excused 'absence>''l'::,.,•, _ .• ,;:. :,;_.. .,_, ·-, .:.·,. ,,. _. '<· . . ;' . :, · ,,: :·. ;F .:.11 4. 7 . / ..:...... _. ; _ _ __. ~'~: ,· ,-~-·..t: ~; )',•. . .r : • ::i.,.,;,- :i ··q l i,:, ; ,": : , .. _.,, ,- .; : :, · .. ,• ,:,. , • · • ,· .:·.• ; , · .- , ., , ,:•: •1.· i'._ . . , ;~ rLL _t· ··. ·. t_ Termination of Appointment _ . _._ . .__ ,, ,. ., , _.. ..... _,,. ... ._ ._ Absence from three (3) m~tipgs ofthe Bo;µ-d ~fo'fr~tijf!;" ~out'~~Yfo\11 notincation or ·a valid reason · ba'll'li'e oo~id~ ·ciiufr~forremi>v~ ffort{ tlffide:,'flit' B6ard of Directors s ' '' , '$hallbe veste.,d·ivi~~~ ~tith~fi~~,# ~ . ~rr~~~~j~ ~ ~~~t~~;~m'. btfice, upon two week, s Writteti'potite'df the puipo~ ofihe_ lneeting ·:·~ tfJift?vi<lirig a trif§rity of the . Directots·theti'm ofn~e 'are pres¢tif''A'. 'vot~ dftw~1tiffif{2/3) t>ftho~e·Jese:nt and voting in favor ofrenfovaf ' hall - ffectillite;teiitov~fo'fsiieh1tittfoer''dr Director.. ;' . s ~ 4.8 i_- :,i'.·} ''./: :r: ::i• ::~ii·,_ , : '? · . · At an · tfieetirig' of th~ Boatd:· f '.pit"ee(6t~,ta·ihajotity 6f tl\d'j'ii~tijt(qur(eµ.Oy serving on o ' . the Blam shall ·constitute.ifqtio%tn fot tlit¥ttahsibtibh '(Sf~i:(s~b~s.atariy 'of the meeting. ·,· :Voting'byptbxtshlillb~petttrltt~·i~cei,t'm~h1t(tn~~~ ort1itBi6 ~ rtl'.a.y exercise the Quorum of the Board .. _ . ·_ privilege·c;f.S·vmga pri,~.Y't.6tafrtb~:riehib~t6tth~t,ifaftf·••,"•'' .,, ;, • :• ·, , ., '., than three (3) . ·, I . ' . ,.. ,. ,,.,..i... ,.. ,, ..--.- '·•' ,...,... ·,, ,•\ oldi~t6rii;~ore · times during hisltrehht~eyeat'temfb.f<tffic~: AP.~JCY~af§h1y~e'gi'yeri _ another · '. t9 ·rneinbei-of ilie Bbtri-d df)Jiiectors, and tid't >~~:·who·ts '#ot a; ; ~b,in: QI tlie Board of m I ' Oirectots s'natthave_;arl.friglttto ; attitipate'iii' lh:Y ~~t ~~et;: ~ -U.tAi~qty of a proxy p ~ ~ from a member of the Board. The act of a majority of the Directors present at a regularly ,'. , :. __ Revised July 2003 5 �, ! , .cal~.m~tmg at which ;a quonun is. resent1 p titithe - ime;0fdle 1 t act-shallbe -the act of the · ; . _aowd!QfiQirec~9rs, except as otherwise ndtedi in thes'e BylI.aw,s; 1:: • : • : : : · . ' , . . . .. '" , :··•i J<.: r. ,·.,::·; . ,· .. '.!-~ - ~- -~,,i .... J , • ~ ' .· . ~ • 'l I : • ; • ; • :: Article S~ .·. , Offic~s;s ··s.1 • ,= ) : i : . : : ~ ; ' ' :,,i , • , ., ' 1 •, ~ 'I ~ • , ,,:: J ;, ~ ,1 i • , , ' ' ,' : , •, • • ~ !_; '.\ , ·: .fl I- ; • ,' .! ' ·,: . 1 .:Election·:r• ., I , , / , ,. l : • •! , . ' I : .. , ·. ,', ,', 1 , ' ; :~ ~ . :, ,,.!_ , '.''.- •. • :.:.,, :;~( c . t'.'·;·•·.,1 , ;;_ : :-: . . •r; ... . . ·. · , .. : ,.. , ,. , . · '· • ~- I Officers shall be elected by a majority of the Board ofOirectors. Theterin of office shall be for one year, except the Presiden~itWh'o.shall'8enrcuuteini0f;two·t 2)iyeafs, or until . ..~,c:~CS$0f:S;hav,e.:Q~:elec.ted;:alil.d ~ I .begin #nmediatelyifoHowing ,the :annual election. •; S.2 ;•' i •·.• ; ·;. :., ~>'' ! ; ~- Officen of the Board (Amended July 29, 2003) The Officers of the Board shall be the President, one (1) Vice-Presidcmt;'.One (1) Secretary, .; 1 an~.Q~e;(l) :'l'rellS~.: -No·pers~mn;iayhdld:two 0flim'. positiorls simultaneously. All , Officers shall be elected by the Board of Directors after nomination made·.by the Nomination Committee. C.bief()fficera.nd,SP!kesper,,on. :;: . ,: ,:: ,~,i:•:;,'::i/ Lr i:,.:SJ . . 1,, ;, .., .. _;.:/ .. .... :,. The,Presi4ent, •asJ , Chief. fficcr.41Ild·spb1c-esp.crson:for~hetBoud~:shall~• in,.addition to O 1 . '. l £ulfilling norin.al1 duties of,the pasitiOlljtappoint·nch.<committees 8S inay:be,needed. All ., . JJ¢.h:app~intnte.nts:sbalLbe- pprov.ed btiifnrajority- ote ofith.e'Dirootots;present and voting s a v .. :·, . ,. ~t,a~gul;ll! tr,special-mee~.Jln. ddition; the.Bremdent:.shall sign, onibehalf of the a . Gor-porati4l.J.:L, ~ldeeds; eontracis and,other fonnal i'list.nummts• tmless,a maj<>rity of the .· · Q~~d ,vQtcs-he.~ - nsibility. to ·the Bxecuti(r.e,Director .-1:0:·some:o'ther - fficer. t P o 5.3 oft~i ri~~i'dt t •' .x,,} _~ : :; ....: · :·: :'//, ~:: ;. './_,J•\:'::,: ,:'. ,".·.:: ·, .<;, > · The President' ·sljajl ?i!tii~ ~I#~(~l~~~ q,m~ ~~/~~~9:~~l\<m m4 '.s,~~ )lave, subject ~w.At ,- 5.4 ·. ·_Q~ti~ to the control of the Dliectors, general charge of the afrall'S of the Assoc1at1on. The President shall preside over al meetings of the Board of Directors.;:, ;; ;-.1 ,, ·. ,· , •• , 5.5 ' ': J:)uties:Jrf·.~ri)U ·;•;;'~;-~•.~ii{<,·~·;r··i ,~ s.;,:·J~•,:(i.fi.~i;: "t.\: '- ✓: '. •:,:.i.:':i,\•,•, i _i : \ ·_~ ,.· ,.:.!,;,. !~ }•: ::;_ " : :~, ,., ~t,·., .' ! · ,,r.• : ; , ; :~ ~ ~ : ~ ;? 1 :· : -·/; ; , ! '. ·'/ d, .• I · , . The V1ce-Pres1aent shall assist the f>res1t:lent m th'e petfonn~~~-Q f,ijsfp~_ duties and shall perfonn the duties of the President when the President is unable to perfonn his/her duties. Revised July 2003 6 �Article 6. Article 7. Execution ,•· Papers.· ' , . . .. ' , . . . , . ' . .. ,, ,. ·:,.'t' i ;;., . '. .:.;::,1·'..· :·: • of .. _ . . ,. . .. ._ Ex~t ~ .the Bo3r~.of1:>iject~rs ·ni.,rgentm,illyq,r m, ~ctilar cases'.authori~~ the p -~xecution th~fin '.~cmi¢ ~~er m~er,.~l ~h~ks, _ ~ a.n,d other fiilan~ial bbligations, maybesi~edby'.the , ~urer, ,; : . ,· ·_ .• ,, ; ,,·, , . , .:_,, . ' .- ,-,, .· T Article 8. Amtndments 1 :' ' , Amendments to this constitution and By-Laws may be mad'.e;admy ~~tihg' ofthe Membership by a two-thirds (2/3) vote of the Mem))~s of the ;Board ofDirectQrs ther) in office. . .. ,_; ·:: ---·•'' •:, .· ,.· ,.: '· '-' :·, ,• ::·:: , ,. ·.'-· · ,· • • • . Article 9. ·: ·r,,.. ,_ . ,; , . •'·_•,:-'. .. .,, -.. :;:--- ·, ':.;.· · ,,, . . :: · - · , • . The Executlve·n1rector ' •. •• 1 , ' • ·· ....•. . i ) ' ·: , •· : { l ·•~. ; . . .. . '•' • . j • • • : ' ,· r ,. . . ·. . -_ '. . . " . - , ,, ..,,_, ..· . ·- · ' ·;: "• .· ·_ _ ·Th ~x~ufive Direcitir 'sbaii be. _·.•piisible f6t'the,irii leffi~tiltiotf <>f Personnel Policies • ·, . '~o ·;; . lror . . -~R .YP1, , ~;~~~t~,'.;~cf -:i::: _ ....sicin.~ th~ ,, ,: '·1en+ ~~~ .... ~ ;_:,,, - . ._dt~w~~lt>~'sdb•ect to Personnel ., . J ~ . .. , ~ Policies ·c;stablisbed bY1t11· ·Boan\' , . irec .... ,.,,, ..The.B6ard ,ofbirettors shall create, and _ ... _ .. ... , ...- .. _. ...ct . .•., .. •":tors. ,. ,... " iii-; . .. 1, . , . -. . time to'iime/ teview;thejob · escfiptioii'mict'duries o~~ .~~utjve Director. The d Executive Director shall be given notice of all meetings of the Board of Directors, and - shall attend.a ny ,J l l ~ 0(1:he Bo~ n:f:l)irecto~:~t w~~P'. hi~,9:i('f ,presence is requested. ~ from m ·~~ ato· : :· ., . - _:,-., ... 1 .Ji . ··:·: E Article 10• . .U seof, arn:ings · ,. (,... :. . .. ·, , ,. _,;::.,.: --,:. .,_ <; : ... No • of the ?Camings ofdte,:,;A.ssQci'-tiQn:shall ~ part :~~J?~~fit 9.f,.or be distributable to its Members;-Offic~,:9r Q h~.p ~n$; ~~~ ,'.~ t;,1Jie,.:~s,qpiatjq~ - pprporation) shall be , t ( ·- au'thorized_ .empew~e4·ic,,pafi·~ nabjeice~p~J:1$JUPn ,for;sJcyi~~s rendered and to ,and t ,make payment .and,distnbutio,:i,in_ ~~ce·l)f tA<t P~$~~ :Set:(q~)n the Articles of · Organ_zation. The,1\$Joeiati~t.1~'.~l:'1lQ.t1 i PPDCip~~ ~ qr'.mw.rv,:~e,jp~ political any campaign on ,beba.1.t§lf $1Yi' candid!Ltef9rrp"Uiblic.Qfti,~;~:r;,~~Hl~lYl~didate for office · .or politieatparty. ; Nor.sl\alhhe CQrpo~Q;n~ ~ ,~Y::Otht,_r,8"tjv,it;ies not permitted to . becanied·on: : . ., , L·,_. --: •1:•:- . ,.:'..:. .b;., ,::;-.;:r; ··, ,.. :.:. ; >;;_" ,·. . ·:;·;1 r,·1,·,·· ;_,. _::i.i'.' .< . a. ijy a corporation exempt from Federal Income Tax under Section 501 (C) (3) of the Internal Revenue Code of 1954 (or the corresponding provj~Jm pfiµ,iy funµ-e. . , _.. ·; . Unitc<j.S:ta.«'s.JnteniiLRev:en,11,e,J4w)9r , :' .· ·. .sr,, ·, : '. - ,,; . . • .·::; -· b. ' .· - B'.y ac6'J:PQfati~l :ci5n'.·" ,,_ .. --.-..-- :..·, :,, , ,.· ,--,.aeau~tit>t~' ' ''d~~&iii>h'170 (C) (2) of . . '·' .: , , Il,__ ., fril>uti6&i:t6·~ch~' ..· ,, ,_ . ·.'., :;~ - .. ' ·.·,. · ' : the Inteiiial ~eyenµ.e ,~e ~r-~~~ ~o,iJp,,e: o~o.n~g_ro~~io~tof any future c p United States' mtemfil Aevenue Lav.<) Article 11. j, • • · •, • • . ;, . _ , 1 Compensation and Conflict of Interest _ The Board of Directors and its members shall not be entitled to receive any compensation for their services, unless a majority of the dis~~~~t~_ l?~~9.t9i:~ ~e.t~e ~at such compensation is warranted due to their expenditure 'of time oFmoriey, ;wliich is not ordinary and usual in the course of the duties of Directors. i Revised July 2003 .,7 ,· ,. ,.: :· : ·.i ~; ·-. �M~liiits··6 fibeiroiiidb~·'lllmt'~_,'.efilidr 1L~ .·:·,ts.1).brrith&s''<"'. d sist&s ;: •.-li,J .·- '. !''l . · ·,. . . shatf riot be ~iH~ iss( ~&~1¥filieitd~rtttiStt ' .7Ndi>~tist -Hifu :~ci ate in Witt~ the 'ilisc'1$sro1{c;f/or·yolliig Oli ~yMlitrlict1 ~F~iitltf a.i~ ~ni~;,#o/tolhe · ntracE or the if. i ~ . .gt'8fltili~.~rgaiiizA~~ri 'i t~~qii; i#. w~qle '.o'.~J~:patt,~y;~ij~'ii·R4;~t~r, cW!:~ :o~~c, parent, _ . child, 'brother or.sister of tli~ J?ir~~; #r1(m~J>it~t~r. l~ ,~P,f9ye~f'!,y'~¢'.~t'1er party to '! ·.. ..,,, .. -~· · ·,j •· ,. :. the contract, or by the grantin:gauth'.otity: 1,, - ' 1 :,~.-! ~ .· I -! I , Article 12. ....·. .. .~,;e ~ Penonal Liability . . .. _ _ .. .. . . Th~ M~b~. ~~ ~d Offi~ • Ass<?_ i~µo~ ~ ~i¼~t ti~. '~bri~J~ liabl~ for ; ;· ~ ~ 'p . any ~ ~~:Jiabilio/,:<?!'o'J>ll~~n, ~f~~ ~~i, ti?~::~ :p~~-~t."qfhefetrtiftes extending e ~ . credit to, cioritracting witb:'ot having'any · :lmm ajai~s.t·the As~cjation mzy look solely to c any of the funds and property of the Association'f6i''tfte'~a~efit bt dt,bt/cbim~ges, judgment or decree, or of any money that may otherwise become ~11e <>;~~ble to th!?ffi_ . ..... 111tion, from the Co · Article 13. . ·: , ' . . : :· ~ · . ..: ,_.:< .'. ~ .;•· . •: : ~: . ,;-: •• .:, . -1 ; : ,· · · ,., .,_ ,,:'· ·'•:.: " ·-~-- ,._;j_:.; ;;~:r~~·.::_;,:~ 1:·;: - :~ ·.:.- :_ . Dissoluffo~l'orthiAilo~laati~,..,,, · -' ' .) .. :<:· s. _. ).': ,d:i, -,, k'.: j ..- •'-' · · .. :·,~!) !i ~ . ,.:' _,: , ?; q i (] ;_; ; ,·, :·-•:fr The Corporation may be dissolved in the following manner: · '· ~ 1. A meeting of the Board ofDirectors at which ~~~- ~~'?1!:~ll ~-~ s<>nsi~ered, W~?' 1 . ,~e.P,~~~ ,9aj)'.:,~er;~tt~ no~~-., ~~-1~~1:~~~J~)c~ ~cf..>uq>~~¢ of the '· '' · . \ [ t ·· i;n~ns:·m~1*~$Ws~luti,~i.i/: _ ~·. ~ ve#'~~~- t- e<1~u1, return . :· ,· ~~ . recei freqµe~:fo ~h-l;)~~·~'l~Jp~-;(11~~\~e,f?k. "uph,tneeting and ~ ·~roved by ef~fyl)~~·;...:· , .:, ,f::·. ··" · •_,._;:; );l6md'Members :(sorororqie''f: . . · ;.i ..~e .. ; ·•'•' tit ls~o,lµti~ii'~halt\e_~ ' . • <., ,' i l , ~ ~~ng,_I ·, , ';; , ,:, ·. · · .. ,' -'. ' tL-ii,f :>_,: ,';{;!) ~ ·;~_-''..: :; ;' ; , ! , .:_ I • ' f~ •· , ;• , • . ~ f~.! . ·· :, ,; : i.}~ - :., ,.-1 ) l . ,. -~~ .._ ~ ·2. · · ··· Upon ttis~61titi~'it'of,ffie:~lltli~;•,rBoMitt"Diteotots;slmli, after paying or making provisions for payment of all of the liabilities of the Association, dispose of all of the assets of the Association in such manner, or .Ulj,SUCh,~ o n s : : "; •. -: organizect:afutbpmted lufetusiv~y,f ot~le;edttcatiohal, ffiigious or · , scienlific•putpose': s·slialt-;atctime14t00ifyias::en1 a ex6'tt1pHOrganinltion or · - ' .· ' ' :: '! " ·~ o n sibnderI502:•(e)(SJffl'Jb'iJhteriull~ueteode,of '1954 (or the • ri; ': : oomsponding~oii bf uy. UrlitM1 ~ ~tntematReven.ue'Law)~ as the . - · :'· , , ' abatd ofi~ton ·slulli.d~ci:~ 1 1myrS\iclHlH«;tnfot dispt>sed,ofshall be ~ ··: ,'· ·,' isf>o!iel i!Jf, yl'the--dbwt:drifUlidetidri mwhicbthe lMsociationiie,~ d b thtm located, : :;·; · ·: · -" ~ . - exelusivcl)"fe>ttsuehpm,ose- u,,;-sncht>fgmililati&ri ort>tgahmttion:s;,as said court · or;: shall detennine, which are organized and operated exclusi'vely:f()rsueh purpose . ·,. .~ :· . ~ . . , , L · · .. .. . Article 14., · · · angua·g·;..;;. ,... .... , ~ ... -•,:_.: ~ L!- _.,~, .. / . ·,.· _ . _ ·t:·-- _. :~ ..: ·:.:-:,'} -:·:~ . . "': . ·-·:: ·: _•:··- ~ . ·• '·'.- - ,·.,... ,, ,,.· .•·· .· ;_,.. , .-· · . . Both English and Khiner shall b'e ~gftized'ah1ffi'CitU,langtt'ageS bf the corporation, and . all_ ~~~~s .9~~C.;c:,<?fPOratjonm,y ~ J~~~~,.,'11.,~ ,~ ~~ ~ep~ in either language, e ' . . ., . .. .. . . . . · .~cq>t for "such records wbich:are'rc;guired l>'° aif fecleral~ state~.e6un'h,, munic. al, or . .. .·.. . . ., Y. . . . ' . ' " ' . ·~~ tp . · oth~ · overhritental'law or regiila,fi' ~ '- ·.oH,·· lhd.ten\1s°<>f 8h}fe6t1tract'or ' :,,, ,Y,.. ,,.,t ' •>·;-: :·\•: ,:-::,,:../.:' ·._. • • grantto be kept in Engli:h. '. ~ ~ " j ., .. , ·· . · '.. · . ' . , .. ·. : " '; ' · ·•· ··· • . .. ·.·.• · ·,. ... ·.· ..·.· ·,''.· .·, :.,_ • ... .• . ·, ·.-. .· .._· - 1 t '. :' , ._; ; ..... ~.:·\ ,•: .~ ·;:,:.'. ~-~- ,: .- .' -. ;_I . __ :·. d .:·~~ - .:.,; -~- ~. : ~, Revised July 2003 8 _( ·.- . ! . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection, 1992-2014 Description An account of the resource This collection is in progress. Final items and associated metadata may be different from initial items and metadata. <br /><br />Note:<br />Digitized issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> from the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection have been added to the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Omeka collection so that issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> may visually appear together when browsing in Omeka. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource CMAA board of directors bylaws, 2003-07 Subject The topic of the resource Nonprofit organizations Description An account of the resource The revised July 2003 Cambodian Mutual Assistance Association of Greater Lowell, Inc.'s board of directors bylaws. This document includes several July 29, 2003 amended and adopted articles to the bylaws. Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection Publisher An entity responsible for making the resource available Cambodian Mutual Assistance Association of Greater Lowell, Inc Date A point or period of time associated with an event in the lifecycle of the resource 2003-07 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 8 pp. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml22_b01_f03_i001 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2000-2009 Documents https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/c906da750ae5557381bee17529699fe2.pdf?Expires=1785369600&Signature=quhJ2eb7fsCnOsUBRJa4tFCvuS2Kf310%7EPQsvHrCX6NBvLHmFjyrthyomLuOzPiaH%7E0%7EomVQOTDXt0SweYFHYh6UkBtyntnmgu9MEwOJPyciH9l4kTkOyRpm3OGdDnDP30eoHC-fqHo24BGtXg2rs5PqsouqxoYUpOTA6pnfZ32Fse6DNRXWD6Teaht8gfb74dgjC85xPOHqXetXe37uE2auy%7E4ou4YOyFm9tXl4dIa5sX34KWq4rTi1Eyn3XpWaBty9Gs8qRSHtZX-hGWIMBzPxhz6ihJic9MH66bIYAcjG%7Ej0uXtdQcrNByk6UBg9hr-mSzGScxyIn%7ENVELKko4Q__&Key-Pair-Id=K6UGZS9ZTDSZM b35156d988d369b614a6ea3e2eee1f64 PDF Text Text C, n;· eii;~s ~ ~ Cambodian Mutual Assistance Association of Greater Lowell, Inc. 120 Cross Street, Lowell, Massachusetts 0 1854 Tel: (978) 454-6200 Fax: (978) 454-6229 January 8, 2010 Human Resource Department Children's Hospital Boston 300 Longwood A venue Boston, MA 02115 Dear Sir or Madam: Have you served patients who speak Cambodian and other Southeast Asian languages at your facility? If your business is located in the greater Lowell, Boston, Lexington, Peabody, Waltham, Lynn, Fall River, you would surely serve them. Lowell is home to the second largest Cambodian community (estimated 35,000) after Long Beach, California. CMAA, the non-profit organization with 25 years of experience in delivering effective, culturally, and linguistically appropriate services to the Southeast Asian community, is very proud of your service and commitment to the well-being of our community. However, linguistic, cultural, systemic barriers, and the barrier of register and experience with health care concepts and procedures always hinder effective communication between you and your patients who speak different languages. To facilitate understanding in communication that involves complex language, body systems, and concepts/procedures of Western biomedicine, CMAA would like to offer you affordable and culturally sensitive interpretation and translation services in Cambodian and other Southeast Asian languages. Please feel free to contact me at (978) 454-6200 ext. 1011 or skon g@ cmaaiowell.org should you need our service or like to learn more about it. I look forward to facilitating the communication between you and your patients. Sincerelj?o,rrs, . ~~LPJ4/~ a Sengly ~gu.~. Economic Programs t'oordmator � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection, 1992-2014 Description An account of the resource This collection is in progress. Final items and associated metadata may be different from initial items and metadata. <br /><br />Note:<br />Digitized issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> from the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection have been added to the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Omeka collection so that issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> may visually appear together when browsing in Omeka. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A letter from Sengly Kong to Children's Hospital Boston, 2010-01-08 Subject The topic of the resource Nonprofit organizations Description An account of the resource A letter from Sengly Kong, Cambodian Mutual Assistance Association of Greater Lowell, Inc.'s Economic Programs Coordinator, to Children's Hospital Boston to share information on CMAA's Cambodian and other Southeast Asian languages interpretation services. Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection Publisher An entity responsible for making the resource available Cambodian Mutual Assistance Association of Greater Lowell, Inc Date A point or period of time associated with an event in the lifecycle of the resource 2010-01-08 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 1 pp. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml22_b01_f02_i003 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts Creator An entity primarily responsible for making the resource Kong, Sengly 2010-2019 Documents https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/6a66efa3380eb1d50314c8a8b9921f03.pdf?Expires=1785369600&Signature=r-gkXDH60SZTIdY4nMcxqLm5VWPBeOxpj0j-wveR9vfvcf6yXUvlFwjJAPMH15H4RVpsxFz1iMwAHzEG7X2HlerQFnjMo6ehhL7cU46Rkk1YEwKP7IaJgO7AEjue1WHfsnqhO3qbg9Rkzxsm8UymycC0z-B8PKRhLKqwxf4bgg7wzd34eyNTHzgtyogD5OkxLBOJXDo3G0T4GFSIFe8L5aZu0ZxY2OskLmcaLcD3p8ARUigkPk9QU%7EL3acAk3Mh9weYQvsoEwDMHavjpcCV6Air-127u5x4EsuuPxGoY-pDkfwjE%7EQhnGQZB93K8gaHm0qNCwX0ZjV-1NzzQXdmnJw__&Key-Pair-Id=K6UGZS9ZTDSZM cd2d1da9d04f856b388bdea6b9fca42c PDF Text Text STIPEND FORM NAME -------------------------- ADDRESS ------------------------.. . . ·•·· ···•-~-·-·- ... - .... .. . ... ' -~- ---- .. . .,.,,,_:\~ ,- ....., .. ...., .. . .... so·cIAL SECURJTY # ---------------------- STIPEND FOR ----------------------- TIME PERIOD /DATES _ _ _ _ _ _- ' - c - - - - - - - - - - - - - - - RA TE - - - - - - - - - TOT AL HOURS - - - - - - - - - - - - AMOUNTDUE _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _;___ _ __ SIGNATURE - - - - - - - - - - - - - - - - DATE- - - - -SUPERVISOR SIGNATURE PROGRAM TO BE CHARGED DATE_ _ _ _ __ ---------------~-- APPROVED BY EXECUTIVE DIRECTOR - - - - - - - DATE ----,------ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection, 1992-2014 Description An account of the resource This collection is in progress. Final items and associated metadata may be different from initial items and metadata. <br /><br />Note:<br />Digitized issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> from the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection have been added to the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Omeka collection so that issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> may visually appear together when browsing in Omeka. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A blank CMAA stipend form, [2009-2011] Subject The topic of the resource Nonprofit organizations Description An account of the resource A blank Cambodian Mutual Assistance Association of Greater Lowell, Inc. stipend form used to pay individuals for services provided. Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection Publisher An entity responsible for making the resource available Cambodian Mutual Assistance Association of Greater Lowell, Inc Date A point or period of time associated with an event in the lifecycle of the resource [2009-2011] Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 1 pp. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml22_b01_f02_i002 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2000-2009 2010-2019 Documents https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/1855e246f054f48a8d0136c54b9d9a9e.pdf?Expires=1785369600&Signature=gKfFuoWnqDYQxBUZOEV7hDim8UvI6J8rbQQUZ3ToYgRKm%7E%7EiwDxfGzI8%7ELVvyWEkIDWxzOy5fFVWIN%7E5jFJtly-iNZENwxBi0tkTPfpGWwnAQuDwqr%7Est7Gu08rl3WH3%7Ej6eYUwEKLYl7I1z5VokCF%7EFHy4tMfaIYxDpc%7EoPBr8Vo8AOMM5FFRHirZSe9WRM6ltcfYj7nVt-pAPbWK4OclZq8yptGMmiA9vseMqvK8hjgx1h5Hbk4bg-b9r7nrwvWRmLOYTE5f1LbVabAOstQoWa2PppwkKqNPs2BXfcv9qJBxOUgfgdjUYBivHPElCU1SCnJRh5k6xytebGQK3rjg__&Key-Pair-Id=K6UGZS9ZTDSZM cf633a2c7f4ded38c13986ec718126f0 PDF Text Text 1~ ., cs ., a;~as~tot£!~n8£!~t~ru .... u, ~ ~ CAMBODIAN MUTUAL ASSISTANCE.ASSOCIATION OF GREATER LOWELI. 120 Cross Street, Lowell, MA 01854 Tel: (978) 454-6200 Fax: (978) 454-6229 INTERPRETER TIME SHEET Attention Interpreters: To get paid you must complete this time sheet and have it signed every time you provide a service for the CMAA. All original time sheets (no copied time sheet accepted) must be submitted /sent to: Cambodian Mutual Assistance Association before the 1st day of each month. To be completed by the interpreter: Interpreter's name: - - - - - - - - - - - - - - - Language: - - - - - - - - - Requested by: from (Company/Agency etc.): _ _ _ _ _ _ _ __ Phone number:(~---~) _ _ _ _ _ _ _ _ _ _ __ Type of Service provided: - - - - - - - - - - - - - - - - D in person D Phone Patient or client's name Address Miscellaneous D Other (describe) _ _ _ _ _ _ __ J Date & time of service provided: Date: --=--- Type of assignment: D Legal/Court D Medical Hours worked- Start: _ _ _ _ _ _ A.M. /P.M. End: _ _ _ _ _ _ _ A.M. /P.M. Preparation time (scheduling, confirmation, follow-up, etc): _ _ _ _ _ _ _ _ _ _ __ To be completed by authorized representative of requesting agency or service provider: I certify that the interpreter named above provided the services described herein, and the times stated are accurate. Name: - - - - - - - - - - - - - - - - - -Title: - - - - - - - - - - - - - Signature: - - - - - - - - - - - - - - - -Date - - - - - - - - / I For Office Use Only Check if service is for: _ _ _Emergency_ _ After Hours _ _Weekend _ _ Holidays _ _ Normal Hours � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection, 1992-2014 Description An account of the resource This collection is in progress. Final items and associated metadata may be different from initial items and metadata. <br /><br />Note:<br />Digitized issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> from the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection have been added to the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Omeka collection so that issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> may visually appear together when browsing in Omeka. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A blank CMAA interpreter time sheet form, [2009-2011] Subject The topic of the resource Nonprofit organizations Description An account of the resource A blank Cambodian Mutual Assistance Association of Greater Lowell, Inc. interpreter time sheet used to document an interpreter's service. Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection Publisher An entity responsible for making the resource available Cambodian Mutual Assistance Association of Greater Lowell, Inc Date A point or period of time associated with an event in the lifecycle of the resource [2009-2011] Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 1 pp. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml22_b01_f02_i001 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2000-2009 2010-2019 Documents https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/4735859f98523d8cf3e55611c6dae25c.pdf?Expires=1785369600&Signature=gBEy-T-QmHTCPOO6vDdPDUr6pNFOq8tWeRkTthG%7EpZ%7EecqAIwWF7PC9oKnPkSTGnNM1ElgiK6iYNJqKi5qo4sTom%7EI0rx-9e66AICdzqg1O2mjtDpRA8cVMXpKzlHRYlg4GZm%7Este3vcgsmg-i3Gg3hU3-eimnxWe3Re4lIYf9llTGA-K1n3vNE9jnr%7Eu8lOHRLVt7OOHe4YDjHehjFuNy7iBajwTRaLbRTrSlTZDLTzuufHnzv%7E-XQRWpfV0QtNfJI-hhiDThQXrLHoRz%7E9uwjP47V9ONSUiLRwiPc8peDCbEd0ZDzY0vLiWWTfH%7E9cXe8e8MZ2YSU2XVP-TGe7qg__&Key-Pair-Id=K6UGZS9ZTDSZM 8cce29dd67a6176897a9c973a9438512 PDF Text Text March Sun Mon Tue Wed Thu Fri Sat 1~ 2 "Commun ity Health day" (ev.) Pub lic Sch . 3 4 5 6 7 The Clinic (Laurence)? 9 10 11 12 13 14 -~ ro -~ u 0 ..,I 0 8r,_i < MAPs Health Fair (Lowell) 10_ 12 16 17 18 19 20 21 23 24 25 26 27 28 30 31 April 1 April 2 April 3 April 4 2009 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection, 1992-2014 Description An account of the resource This collection is in progress. Final items and associated metadata may be different from initial items and metadata. <br /><br />Note:<br />Digitized issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> from the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection have been added to the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Omeka collection so that issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> may visually appear together when browsing in Omeka. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A calendar for CMAA's March 2009 health events, 2009 Subject The topic of the resource Nonprofit organizations Description An account of the resource A monthly calendar view of the Cambodian Mutual Assistance Association of Greater Lowell, Inc.'s March 2009 health events. Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection Publisher An entity responsible for making the resource available Cambodian Mutual Assistance Association of Greater Lowell, Inc. Date A point or period of time associated with an event in the lifecycle of the resource 2009 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 1 pp. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml22_b01_f01_i006 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2000-2009 Ephemera https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/4cb57d86e3e43a354ff92318738c79e0.pdf?Expires=1785369600&Signature=qn5iO-vpC5oxDyK1mutJ%7E8SOz0yT1X1MUVP9UjSJzYkQlYxg9VfHdIaPgQT1xm0F-hxSSFuOc3WfZ9XPxrvPRMr8gTnpdxD%7ENWQGeAWLbxU5sfkOJzdlX4UdepuUG2mEa2P3isSoFpfgCcvXOkvc4KES72kPgsrdVq2UFUtgIn7yzTvQSGqY2bYJ-CbiZIMdVv6fh8r5r75dXEkoH40kvv3TI4ePA0J8QMMQkI9wkElebb%7EzgRaw5%7EIdjPxPSlU5W3DkqSb7xjhOy1zb66PecJ0NjHRavuQkVmdfb15JwyH3loXY3xvhjswQJF0tdzJLp7H0jnqkHfbJvoliVlM79Q__&Key-Pair-Id=K6UGZS9ZTDSZM 3ce5d5c5922f2d05ce8e9337c9bfc0b3 PDF Text Text Sfi ~l&i5jlH~&&i5tilj ITTij5~~fiS&l5&fJl 0 ' '--·' fi~S\:JWI~S5&i5ffiijlfJt5rul&i5231161 ct "'1 t ,;al" cl, "1SI Massachusetts requires that all residents have health insurance. Mass Health • Commonwealth Care Commonwealth Choice • Health Safety Net Avoid tax penalties, visit us and find the best plan for you l~i~ - l~~Lfi ~ill~ ~=~o tiifl fJffi (i'.:oo ~r; M-F, 8:30 A.M - 5:00 P.M 120 Cross Street Lowell, MA 01854 Tel: 978 454 6200 MERRIMA CK VALL HEALTH ENROLL.MENT N ETWO R Evervbodv connect www.mvhealthenrollment.net 866 .362.6006 Funded by the Massachusetts Executive Office of Health and Human Services � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection, 1992-2014 Description An account of the resource This collection is in progress. Final items and associated metadata may be different from initial items and metadata. <br /><br />Note:<br />Digitized issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> from the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection have been added to the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Omeka collection so that issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> may visually appear together when browsing in Omeka. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A flyer about CMAA's services to help individuals enroll for health insurance, [2009-2011] Subject The topic of the resource Nonprofit organizations Description An account of the resource A flyer sharing information that the Cambodian Mutual Assistance Association of Greater Lowell, Inc. offers individuals help to enroll for health insurance. Creator An entity primarily responsible for making the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection Publisher An entity responsible for making the resource available Cambodian Mutual Assistance Association of Greater Lowell, Inc Date A point or period of time associated with an event in the lifecycle of the resource [2009-2011] Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 1 pp. Language A language of the resource English Khmer Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml22_b01_f01_i005 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2000-2009 2010-2019 Ephemera https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/b0d3f9e8c41ba7aaf3c2a6e799e5b689.pdf?Expires=1785369600&Signature=bHviAAIFK3G6ljav1qK-oIUsw9vfII9VcJFxvY1It7eTdfbs9gGLyMCcJ5Ni3OILidR0R-jqDmSQAuqlFXCI1W2XmMbG-ONB2O5KQcjoAMiQwm6ZMQFwg52NVDAbhR3Cn7B1FzkQ8d2tfNuoE0p4qIGAe28GR6%7Efv-rMDRxpG1e6EYXI4%7E4R92h9TCtV5mWuyQrJByiFAr-Xe3sYGDltx%7EPzEA-7Ke2KK81Fg-9nkTBYdcrzOx%7EEt8D129LCP8aahS8mI%7E%7E7e8Bah9axH5h3fwbmT3XnNFnoW73jGiIHXuHV6fQLwY6j6a0jGeOyH2Ao8g3qgWOxut1TN9i1pbNsaQ__&Key-Pair-Id=K6UGZS9ZTDSZM ec06887acbac608c8daa1342f2867f74 PDF Text Text ,. h ' ,f.C ' .• Office Hours: 8:30 AM to 5:00 PM. Monday through Friday Address: 120 Cross Street · Lowell, MA 01854 Telephone: (978) 454-6200 Fax: (978) 454-6229 . Kevin Coughlin Rasy An President Executive Director Monorom's Staff ' Boroeuth B. Chert Program Manager Email: bchen@cmaalowell.org ,-~,m ,.. •• .~" , ,>'•,. �• • ' - - --·-·-••-- - -- - -- - - - - - - -- ,, i i \ i I I Cambodian Mutual Assistance Association of Greater Lowell, Inc., ' I i 120 Cross Street Lowell, MA 01854 (978) 454-6200 I I I ' i • • ' I ! he Monorom Family Support Program is a service of the Cambodian Mutual Assistance Association of Greater Lowell, Inc. It's funded by DMR. ' l • i • l I ''I • • I ' ! • I • • I • ' ! i i ' ' I ' • ' I ' • • I I • I • . amilies whose members have a disability may feel isolated. This problem is all the more pronounced for those families that speak little or no English and are unfamiliar with the American . service system and how to access it. The ethnocentrism of the service system and refugees' lack of knowledge of services available to children with developmental disabilities have in the past contributed to preventing cultural and linguistic minority groups and their children with developmental disabilities from reaching their maximum feasible . potential . he purpose of the Monorom Family Support Program is to provide the Cambodian-American communi,t y with a culturally sensitive and linguistically appropriate resplte and family support program. The program seeks to act as a bridge, informing the Cambodian-American community of existing services as well as collaboration with service providers to develop new models of care. This will ensure that Cambodian-American children with developmental disabilities .a re entitled �. • • • . to the help they need in order to realize their full capacity. he Monorom Family Support Program offers to Cambodian-American children (age 3 and over) with developmental disabilities and their families the following services: ⇒ Transportation & Translation ⇒ Case Management ⇒ Crisis Intervention ⇒ Special education Advocacy ⇒ Information and Referrals For such services as: ► S.S.I. ► Recreational Programs ► Medical and Dental Care ► Insurance ► Immigration Services ► Legal Services ► Assisting Technology ► Diagnostic Services ► Respite Care Services ► In-Home Services ► Counseling ⇒ Parent Support Groups • ' ⇒ Family Outings Monorom Family Support Program is funded by the Commonwealth of Massachusetts Department of Mental Retardation , �- --- - - - · - - - - -- - --·--~ - -- ll 1'111 ll:.J-t ii O8 WU!i M 11Jfi It;! S 8 ti II .U t fl a1 MM U ,. ,, .- . 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I • • • / �• ,- 0I \ () 0 ~ Iv 0 G) Cl) () ., • 0 V, 3: V, ., (I) ~ Cl) Cl) Cl) (X) V, rt .,I:,. 3 0 C. ~ 3: ~ Cl) C: • ::, n • ~ • rt C: )> V, V, V, -· s ::, n (I) )> V, V, 0 n -· rt 0· ~ ::, • • th er ., ::,· )> Vl ,0 rt 0 ., ~ <, ~ Dl ~ <• •c ~© ~ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection, 1992-2014 Description An account of the resource This collection is in progress. Final items and associated metadata may be different from initial items and metadata. <br /><br />Note:<br />Digitized issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> from the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection have been added to the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Omeka collection so that issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> may visually appear together when browsing in Omeka. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A CMAA brochure for the Monorom Family Support Program, [2008-2014] Subject The topic of the resource Nonprofit organizations Description An account of the resource A 6-page brochure for the Monorom Family Support Program at the Cambodian Mutual Assistance Association of Greater Lowell, Inc. The brochure includes information on the program, including various services like transportation and translation, case management, crisis intervention, special education advocacy, parent support groups and family outings to Cambodian American children with developmental disabilities and their families. Creator An entity primarily responsible for making the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection Publisher An entity responsible for making the resource available Cambodian Mutual Assistance Association of Greater Lowell, Inc. Date A point or period of time associated with an event in the lifecycle of the resource [2008-2014] Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 6 pp. Language A language of the resource Khmer English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml22_monorom Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2000-2009 2010-2019 Cambodians Ephemera https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/d79aa3ea15d0be1e27d0b18febe33426.pdf?Expires=1785369600&Signature=JK8rjqAyvEIdjwyjZYty0AdHyI85eR36YRTGfc38jIaFy%7EbEnpIaVBFOrH%7EG2kk%7EWrNH6smwHKPe-uZzmCG6VFRM-OL8u4lzgKzmictab9-vCnc5-AIWpgf5wEfODw7Zai5dH4P3h7I-iT0O26gkosMjKt91bT7fzgb-UaEC6I9dxb9HzStDLuDbQj6dXR7AuyQujAcLrRV9dar8U2MZdWyibOmogq3mw7U54cqULUIm8WnolRhcHb61Rn9O%7EmayitFfqI5VGNykCpNkcz6cnkXf0UuqCWgfFTFxJqgaKdL6IyWLt53mDBjEJqpeePtt30w4dfQc5yX0s3%7EuquPxbg__&Key-Pair-Id=K6UGZS9ZTDSZM 22a583d702095d1ffc683a68e13b34d9 PDF Text Text Elder Service Program For more information contact: CMAA 120 Cross Street Lowell, MA 01854 (978) 454-6200 Cmaalowell.org �Elder Service Program The Elder service program at CMAA is dedicated to improving the quality of life for Cambodian Elders. Some of the services we provide are transportation and translation. Program staff assist clients fill out citizenship applications, and other required forms for various social services. We assist clients in making and getting to medical appointments as well as translation during medical appointments. �Elderly Health Part of the Elder Service Program is to educate Cambodian Elders on the importance of living healthy and productive lives .. Program staff provides education, training and case management to Cambodian refugees who are living with chronic disease. Program staff educates participants on the warning signs and treatment of diabetes, cardiovascular disease, Hepatitis B, osteoporosis and depression. A Registered Nurse from Lowell Community Health center attends some of the health classes where she shares answers to clients questions and gives them facts on healthy living habits. �120 Cross Street Lowell, Ma 01854 Contact: 978-454-6200 Ext 1041 �Elder Service program Provides services to Cambodian Elders Provides Transportation and Translation for qualifying participants. You can find these services and more at CMAA located at 120 Cross Street, Lowell, Massachusetts. �."You must be the change you want to see in the world" -Gandhi "Education is the best provision for the journey to old age." - -Aristotle � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection, 1992-2014 Description An account of the resource This collection is in progress. Final items and associated metadata may be different from initial items and metadata. <br /><br />Note:<br />Digitized issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> from the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection have been added to the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Omeka collection so that issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> may visually appear together when browsing in Omeka. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A CMAA brochure for the Elder Service Program, [2008-2014] Subject The topic of the resource Nonprofit organizations Description An account of the resource A 6-page brochure for the Elder Service Program at the Cambodian Mutual Assistance Association of Greater Lowell, Inc. The brochure includes information on the program, including education on health, a transportation service for qualifying elders, and a translation service for elders. Creator An entity primarily responsible for making the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection Publisher An entity responsible for making the resource available Cambodian Mutual Assistance Association of Greater Lowell, Inc Date A point or period of time associated with an event in the lifecycle of the resource [2008-2014] Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 6 pp. Language A language of the resource Khmer English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml22_elder Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2000-2009 2010-2019 Cambodians Ephemera https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/39869bc003ce5845da2673dfae52327f.pdf?Expires=1785369600&Signature=iZJTeE66katPQMT%7ESMI9TnBuF5kCBHHb-V6dHlDu2N1BW0%7EmA3sLgJ07Qt3fk2in9eg4oO1MhuKzeZQ5EWa-Q8v-1zVFcNyQZHnaXyXtx33N6ev8AJcdUDnV7yVDZW9hyFwC6raiYuI-vs8Asxo4XS2Z3rblNNIJvP7aMCJG4SXLCYxI2D6f13PnEdrH8v7jHRMMZHiBI74BKvcsMl-ab0iigYqLFEcy6edi6r03SW7oyWQEdlNZRiBATgG2CYAQth7KoK84ry0ZLn35w6UbHiZGr2caewmU7SNyo72j96q7v5sH9cQbkJhrpzih2utQIh2neUr0cmdQ9POQ6I5D3w__&Key-Pair-Id=K6UGZS9ZTDSZM e8e8732446902e821769d68b118b7d6c PDF Text Text . w~: • 2f)th .AnniveriaO' Celebration Saturday,- October 30, 2004 �C, 8A, .- t-s&les~~susmsmss~eilS f:f1l3fffitIJM1nncrr5JjrJnunc&nmcMJnn u......:, CM1nfAfsJjr{Jwgfifl1~HAff:fnfiM1f:f&m l,j t..,; n u '"' n~fiitiUCM1~fJfJJ1f3UMJ@ lf.Jo Of tJ U1-1 &l3Mf:f1fif:f&21 rrJrufJjfli11r,r6rr/rJjrm, lJ'1 • ;.J DJ I -t C::S d rff7Jj ~:o 'J[lfi rJntrffi~ !Ji!J:oo HJ[Jrlfi a. emte~~GG•~ Khemara Restaurant 308 Westford Street Lowell, MA 01851 fi&ffi@fifnl:3 1110 CY I 9" I) tJru781fi I C\,W I '1.1UnUtltttn8Ut~HCtJHffitHJi1¾ (~tfB) d~@-c,ooo <Mtnsj,;dcnAastSt~J> �The CiltnlN)dlan Mutual MSl§tance 4.Hmaff()II t)f t;r-eater- Lt)well~ Inc. ~ in.oiw ,pm ta it6 20tlt ~""'I~ on SatwuuuJ, l9ddeli 30, 2004 6:00 pm 18-12:00 midnigl,t at :JC4enuvui ~tawtant 308 W~tf<vtd Stud, £o.wdl, Ma 01851 ~onatian: $30 pe1t pe!t6a.n g.OJtlllal Clttbt£, flka6e (Live entertainment by 4 Star Band) Questionsnnformation: (978) 596-1000 �BOARD OF DIRECTORS 2004-2005 Mr. Chuck Sart, President, . ". ~~:, Mr. Soph)Toth Sun, Vice President . Mr. William Lipe~ TreaStJrer ·"-: . ~ . . c· eng, Seeretary .. /··,,~,l:.. :;;;o~ h J. Mr. Ha1 •. · Mr. MehmedAli Mr. Ch~:- . --~ Mr. Sovanndara Neang Mr. Bud · "•.: ? 1UTI ~ Mr. Lee Lib~y Dr. Paula Chea ' Mr. Stuart ·Santelmann Mr. James J. Cook Ms. Sarah Khurt 7 ~:":, - CMAASTAFF Mr. Vongsaranak Ros, Executive Director Mr. Tom.th Hut, Fiscal Manager Ms. Sarah Uch Ms. Ronnie Mouth Ms. Judith D._ Nelson Mr. Im Sok Mr. BoroeuthB. Chen ··. Ms. Thy E. Chey , Mr. Munty Pot Ms. Kerri McDermott Ms. Barbara Zipps Glass • I . Ms. Marion Best Mr. Seang Sak Ms. Karena Heang Mr. Holy Khut Mr. Sovann Kheam ,., <' . ,. J:! ~ . ' if:'"'- .,..,. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection, 1992-2014 Description An account of the resource This collection is in progress. Final items and associated metadata may be different from initial items and metadata. <br /><br />Note:<br />Digitized issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> from the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection have been added to the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Omeka collection so that issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> may visually appear together when browsing in Omeka. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource CMAA 20th anniversary celebration invitation, 2004 Subject The topic of the resource Nonprofit organizations Description An account of the resource An invitation to the Cambodian Mutual Assistance Association of Greater Lowell, Inc.'s 20th anniversary celebration on Saturday, October 30, 2004, 6:00 p.m.-12:00 midnight. Location was Khemara Restaurant, 308 Westford Street, Lowell, MA 01851. A donation of $30 per person was requested, as well as formal attire. On the back page of the invitation is a list of the 2004-2005 board of directors list and a list of CMAA staff. Creator An entity primarily responsible for making the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection Publisher An entity responsible for making the resource available Cambodian Mutual Assistance Association of Greater Lowell, Inc Date A point or period of time associated with an event in the lifecycle of the resource 2004 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 4 pp. Language A language of the resource Khmer English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml22_20thann Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2000-2009 Cambodians Ephemera https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/41cd8a3fd450eafd3eb534c8d5246c64.pdf?Expires=1785369600&Signature=enCAGxrFY1qjSHk85w%7Ese3QC%7Es4JBAVus98ZtlCnCdKhpJXMthMX9Npncv8mENlTvLAWX2fICw1p0%7ErL-ULmkMuosht60yq5XEnTIoZWkMGMcFf1P7yYv1TB3IIR39tEMZYpD8wW8ybTBcdFDbLF3DN5lx3VETIs5NPl8Xo68f1OozSCkA0doy8otyIVKJ6C2eE0joVO79h-MEMA-vrQ-87gzibhsKKWh0Qn6z0Wt7Xbz5RJr4yZ3aB7Iry866Cq-pE1RqtDyban4HAYKEcWXDcj3H45iQQ9n4%7EPiLBdTCL62aQ-6dtjA58v0XUrSxv%7EJRiSQPlIDuEAHM1bqWg0gQ__&Key-Pair-Id=K6UGZS9ZTDSZM cd7bf0dc36395aac381bbf248ea2699e PDF Text Text Khmer Lowell Issue 6 WHAT IS YOUR NEW YEAR 'S RESOLUTION? I WANT TO STAY HEALTHY, HAPPY •••MAYBE HIT A LOTTERY JACKPOTRONNIE MOUTH, ADMINISTRATOR I WISH ALL CAM· BODIANS HARMONY AND PEACE -TIMOTHY MOUTH, DIRECTOR OFMONOROM FAMILY SUPPORT PROGRAM GET FAMILIAR WITH MY NEW JOB -MARGARET THAM, MONOROM CASEWORKER CONTINUE TO EM· BRACE DIVERSITY -SIMEON ZOROKONG, YPP TEACHER AIDE BE HAPPY AND HEALTHY WITH MY FAMILY AND MYTO BEHUSBANDROSEMARY ZALESKI, ESL TEACHER TO BE INTHE COMPANY OF GOOD, HONEST AND TRUSTWOR· THY FRIENDS ARNCHORN POND, DIRECTOR OF YOUTH PROGRAM I WANT TO LOSE A FEWPOUNDSTHIRIT HUT, DIREC· TOR OF FINANCE April - June, I 998 An Interview With Tooch Van, An International Honor Student uate with an Associate DeVan Tooch, like many gree. Most importantly, that Cambodian children who student must be involved in surv ived the Khmer Rouge, bui ld ing bridges and forg ing is now an orphan. His parpartnerships with each other ents were killed and all his and members of his or her sib lings died from starvation. He was r - - - - - - - ' - ' - - - - - - ~ c ommunity to make only ten years knowled g e old when that applicable happened . He and useful marve led at in the real what a miracle world. it was that he W h a t survived at all. Tooch is Today, Van l e arnin g Tooch is an from M idinternational dlesex Comhonor student Tooch Van, international munity Co lat Midd lesex honor student lege will Com mun ity greatly enhance and College. He was honored strengthen the kind of work on April 3, 1998 as one of he has already been doing in the students inducted into the last two years in Cambothe Phi Theta Kappa Interdia. Prior to his arri val in the national Honor Society. United States in 1996, Tooch Among one hundred and was working fo r an internaeight students honored, he tional non-governmental orwas the only Cambodian. ganization , PACT ( Private To become a member of Agencies Collaborating Tothe international honor sogether) as a trainer and conciety, a student must have a (Please see Tooch/next page) GPA of 3.7 or higher and have earned half of the total credit needed to grad- Moved To 165 Jackson Street On March 9, 1998, CMAA relocated from 125 Perry Street to 165 Jackson Street. Thanks to all the Staff who worked very hard to pack things into boxes and load and unload them into and from the U-Haul Truck. It took a few days and a few evenings from regular work hours to finish the move. There were more things we had a1,:cumulated than we thought. We had some computers dating back twenty years. There were many books and magazines we no longer could use. The move gave us a chance to sort things out and start anew. Files of services provided to people back in 1984, when CMAA was founded, were still around. It was· amazing how things piled up over the years. Now, with the new building, we have enough space to accumulate even more things. Hopefully, the director will be able to keep things at a minimum level. The more space, the better for all of us. In this issue... An In terview With Tooch Van, An International Honor Student Year ofthe Tiger: Hopes and Challenges Southeast Asian Water Festival, A ugust 1998 Through Our Children, Our Culture S urvives Internet A ccess: Techn ology at Your Fingertips Th e 14th Dalai Lama: The Way of Compassion A Prayer for the Millenium I 2 3 4 5 JO 11 �Khmer Lowell Year of The Tiger: Hopes and Challenges Year of the Tiger, according to Cambodian astrology, is the year of dramatic and often dangerous change. For some, there will be success and great adventure. For others, this year may mean disaster and calamity. Just within our community so far, we are experiencing both sides of the spectrum . For starters, death this year has plagued our community. A recent shooting of an innocent 13 year-old boy, Khedy Leang, was a shocking reminder that there's no safe place in the world. Violence follows us wherever we may be. The shadow of the Khmer Rouge still haunts us . One of our staff's relative was shot and killed along with two daughters in their Seattle apartment. The man who killed them shot himself. He was considered to be the woman ' s old friend. The daughters were in their teens. A month earlier, a man in Lowell hung himself. He never shared his problems with anybody. He suffered alone and when too many things were left unresolved, he decided to take his own life. Silence was his way to death. Then, there was the death of Pol Pot. He was on the front page of the Lowell Sun. Many of us thought that it was one of those political jokes. But it was true. This leaves us with the question, "How come he got off so easy?" Those of us who went through those horrible five years will never know the whole truth. We were hoping for a sense of closure and that he would be brought to the international tribunal court and be questioned until everyone involved in the murdering of more than two million Cambodians were punished. Now, that will never happened. His death leaves some ofus feeling incomplete and in disrepair. Many of our relatives, parents and siblings were starved or murdered without proper burial. They were left scattered all over the fields . Their skulls and bones were strewn along banks of rivers and swamps. Some were shoved into mountain holes and crevices to rot. For over forty years, Cambodia was at war. As Cambodian Americans, we live with these memories always in our minds. However, we plan to go on with where we are now and try to create permanent improvement in the lives of all people in the city of Lowell. We must look at the past in order to shape our future, our community and ourselves. There are many hopes and challenges. One of those hopes is to make Lowell a place to root ourselves and to establish our importance to the city's whole economic, social and political development. Part of our success is the Courie,,-----------• building where the We must look at Cambodian comthe past in order munity can make many positive conto shape our f utributions to the city ture, our commuof Lowell. Through nity and ourthe development of the Courier buildselves. ing as a social and commercial center, Cambodians will be·- - - - • - - - • - able to access more economic opportunities to better their chances in this country. A feasibility study of the building is now in process. With the development of the building, the CMAA can look forward to organizational growth and expansion in its (Please see Tiger/Page 6) Van Tooch ... sultant to local nongovernmental organizations (NGOs). He also worked for the American Embassy on a variety of US AID projects. Most of his work experience has been to help train and build the capacity of local NGOs to implement and fundraise for their proposed social, educational and community develop- ment programs. One such organization is the Cambodian Volunteers for Community Development (CVCD). This organization works with street children and mobilizes thousands of young people around free of charge English classes to do city and neighborhood clean-up, tree planting, HIV/ AIDS prevention outreach and 2 human rights education. Tooch worked with this organization to provide technical assistance and needed funding for their programs. PACT, an organization that has largely been funded by US AID, was very instrumental in helping newly formed NGOs in Cambodia to do the work (Please see Toochlnext page) �. ·Kb~r Lowell Southeast Asian Water Festival, August 22, 1998 Mark your calendar and reserve August 22 for a dance in the sun on the bank of the Merrimack River. The Southeast Asian Water Cambodia and Laos Festival is coming to its second wave hold boat races to of family fun and festivities . The celebrate water and Southeast Asian life as well as to Water Festival honor spirits in Committee is currently working dilinature gently to make this year' s festival even better than the first one. If you want to get involved, call Chath pierSath at the CMAA or Rassany Khakeo at the Center for Family, Work and Community. The Committee welcomes your support and enthusiasm as well as your knowledge and expertise. We want your contribution to this great annual event. The first festival received a very large tum-out, which was more than we expected. People came from as far as France to see it and be with family and friends . Others came from Washington D.C., Pennsylvania and New York. This year, with your involvement and support, we expect even a greater number of out of state visitors. This is a wonderful way to bring people into our Lowell hub. Many people who attended the festival last year really liked it. They praised the event as a way of bringing people together to celebrate the environment, each other and cultures. It was the first time that Southeast Asians had ever done anything together on that grand scale. We can certainly do it again and again. For last year's festival, we had to borrow boats from the Chinese community. Now, we have two boats of our own shipped from Cambodia, along with agricultural tools, handmade baskets, musical instruments and a variety of fishing nets and fish traps. They will be a part of this year' s festival as display items. The two boats can hold sixteen people: one cheerleader in the front, one drummer in the back, and fourteen rowers in the middle. The boats were especially painted with the allseeing eye by builders from a temple in Siem Reap. They were named last October by Buddhist monks from the Trairatanaram Temple. One was named Maha Vichey. The other has been named Bopha Meanrith, the all-powerful sheboat of spring's blossom. She will be competing with the all powerful he-Maha Vichey. Those who are interested in forming a team and participating in the race should attend regular water festival committee meetings and choose between these powerful boats to make them champion of this year. Last year, the trophy went to a Laotian team. One of the Cambodian teams received second place. Women teams are encouraged. If you get a few women teams, then there can be women's competition and a separate trophy will be given to whoever wins. Boat teams can come and three years. Non-governmental organization was only a recent phenomena in Cambodia when Tooch started working for PACT. After the Khmer Rouge, during communism, people were not allowed to organize and assemble to make changes in their society. Today, one of the most effective ways to achieve changes in Cambodia is via local NGOs and grassroots community development efforts. Tooch hopes, after he finishes college here, to go back and continue his work with local NGOs, helping to strengthen them and their capacity to deal with larger societal issues such (Please see Festival/Page 7) Tooch Van ... that Cambodian government was not able to do after the 1993 democratic elections. There was a growing number ofNGOs in Cambodia after the Paris Peace Accord was signed in 1992. These NGOs were vital to the many social, economic and political changes and improvements made in Cambodia in the last two or 3 (Please see Tooch/next page) �Khmer Lowell Through the Young, Our Culture Survives They bend and stretch their Americanized hands and feet to chant-like music instead of rock ' n roll. As celestial Apsara dancers, they bless the Cambodian New Year, open religious ceremonies and cultural festivals. They are the CMAA's children from the Cambodian community of Lowell. Every special holiday such as the Cambodian New Year, these children perform various Khmer cultural dances. Dressed in their bright and colorful customs they demonstrate the beauty of their cultural heritage. These amazing children keep the Cambodian traditions alive while they are very integrated into the American mainstream culture. During rehearsal time at CMAA, we see them wearing bell bottom jeans and T-shirts like regular American kids . When they perform their folk or classical dances, they are transformed back to being Khmer. This is how Cambodian adults help their children establish a sense of Khmer identity in America. Through various art forms , the children learn to mirror and reflect Khmer gentle nature and kind attributes. Cambodian New Year is one of the most important celebrations in Cambodian culture. The children always have a lot of dances to prepare for. They often work very hard after school and on weekends to rehearse these dances. Their dance teacher, Rany Him, was a former staff member of CMAA, who continues to pass on these dances she learned while living in the refugee camp in Thailand. She takes time from her own children and devotes it to teaching these dances to keep Khmer culture alive. Her efforts are greatly valued . Cultural activity like this keeps our children safe and off the street away from the violence of gangs. It helps our children build self-esteem and bridges between old and new cultures. For us, these dances are intricately woven into our hearts and souls. They are our cultural icons, what we have to show others about ourselves. Outside Cambodia, these dances provide our only link for our children to see themselves as Khmer and not be ashamed of it. It is through our children that our culture survives. The CMAA owes it to community leaders like Mr. Am Chom Pond and Rany Him, who care enough about Cambodian culture to pass on what they know to our children. While Rany teaches dance, Am teaches Khmer music. He has been able to gather several Cambodian master musicians in the city of Lowell to come and work with gang and at-risk youth. They provide opportunities for our children to learn, through dance and music, about themselves and their culture. Their efforts and contributions are greatly appreciated. reading. His eyes get very red from fatigue. To Tooch, education is a source of food for his brain as well as a way out from being dependent on others to being selfreliance and independent. When he was young, after the Khmer Rouge, he had to rely on others for his survival even though the adopted families he lived with often beat and abused him. Tooch struggled throughout his life so he takes education very seriously. For him, being able to come and study in the United States was an opportunity for a lifetime. Thanks to the United States Information Agency (USIA) for providing him with the (Please see Toochlnext page) Tooch Van ... as the effect of HIV/AIDS and landmines on Cambodia's future and those already in dire poverty. Right now, Tooch is determined to get his associate degree and hopefully a bachelor from a four year college or a university here. He studies rigorously. Sometimes, he stays up until two in the morning 4 �Khmer Lowell Internet Access: T echno[ogy at Your Fingertips On April 18, 1998, UMass Lowell hosted a "Town Meeting" to launch its new internet site "The Flowering City Forum. " Nancy Keniewski , Dean of Arts and Sciences at UMass Lowell welcomed the guests, telling those present that this internet site is an example of UMass Lowell ' s and the city' s ability to stay on the cutting edge of technology. Guests were treated The Internet address is to a demonstration Http:/!valley. uml.educl of the new site. The Internet address is /cf. Http : // val... if you have access to ley . um I. educ / fcf. the Internet, go ahead Once at the site, the and find this new site. person browsing You'll discover an oncan go to various line community netplaces within the work devoted to Lowsite. For example, ell. there is a virtual version of the Hellenic Culture Society ' s museum exhibit "Acropolis of America: The Greek Community of Lowell , 1930-1940"; a site devoted to the Angkor Dance Troupe; a new on-li ne magazine The Bridge Review, featuring poems, stories, photographs, paintings, videos ; and much more. Paul Marion, who is the editor of The Bridge Review, led a discussion regarding the new site and how Lowell can benefit from the site. Thousands of people have already logged onto the site and thousands more will click on each day. Then two poets featured in The Bridge Review each read a poem as the audience viewed the poem on a large screen. These two poets both work at the Cambodian Mutual Assistance Association: Chath pierSath and Judith DickermanNelson. During the day, they work to help the people of Lowell, and when they can they both write in an effort to share their thoughts, their discoveries. So, if you have access to the Internet, go ahead and find this new site. You' II discover an on-line community network devoted to Lowell. Here people exchange information, ideas and creative expression. The following are two samples of poems featured in The Bridge Review written by our very own staff poets of CMAA. Judith Dickerman- Nelson 's poem is titled Inside The Zone; Chath pierSath's poem is titled The Day It Rains. Tooch, Cambodians can see themselves in the spirit of their own survival and be able to become great agents of many possibilities and change. With hard work, determination, selfconfidence, self-respect and self-love and esteem, every Cambodian will be able to achieve another millenium of Angkorean pride that is of peace, understanding, charms, beauty and compassion hidden behind the faces of those hiding smiles of Taprooms. Congratulations to Tooch on his many achievements and accomplishments. Inside The Zone Danger Seabrook Nuclear Zone No Evacuation Possible (Billboard on /-95 by We the People) We arrive with packed bags: towels, suntan lotion, and children toting buckets, shovels, matchbox cars, and tiny plastic dinosaurs. We carry lunch, drinks, snacks, and think we are prepared. White kites, birds, and bathing caps dot the landscape, and a lone swimmer slices through waves in deep waters while seagulls scavenge this stretch of land. Rocks jut into the sea where we search for treasures at low tide - hermit crabs retract and hide when held in our palms, starfish scraped from stones are tossed (Please see Zone!Page 6) Tooch Van ... scholarship to study at Middlesex Community College. He is now in his second year, earning straight A' s in all his courses. In May, when his summer vacation starts, he will return to Cambodia to work for PACT, again as a trainer and technical consultant to local Cambodian NGOs. In honoring and recognizing s Tooch look- ing on �Khmer Lowell Internet Access Continued .. in pails and we watch snails in shallow pools making road maps, trails in sand. ing, reminding myself of how I had feared and how I had survived the war. Judith Dickerman-Nelson In it, it's either you or me, your children or mine. Who will be left among the ruins to pick up the pieces and bury the dead? The Day It Rains On the battleground of the common streets, inside the city walls where bombs have dropped, bodies of children were scattered about while the rain battered upon them like a hail of bullets showered from heaven to mop away the anguish and blood, helping to calm the nerves of those who are still alive, to silence the crying children. In a war, I am trembling among the dead, crouching and whimpering prayers as a soul without shelter, while the rain keeps battering on, putting rage in its proper burial ground, forgiving and forgiving. In the rain I'd stand listening to the sound of my own weep- Chath pierSath My name is Simeon Zorokong. I am originally from Sierra Leone, in West Africa. I immigrated to the United States in June, 1990, and currently reside in Lowell with my mother, and my sister. My immediate family, my three children, Claudius, Joseph and Sandenya live in Ithaca, upstate New York with their mom, Cindi. Before I came to the United States, I worked as a community developer in my home country. I assisted families and individuals improve their living conditions and to alleviate poverty. I provided services mostly to the rural communities. I taught health care, literacy and income generation activities from small businesses. I helped people acquire the necessary skills to better their lives and their communities. I attended Cornell University in Ithaca, where I pursued a B.S. degree in Rural Sociology with a concentration in community and international development. Upon completion at Cornell, I devoted myself to working with low-income families and individuals. I am interested mostly in working with young people, especially young parents, to assist them in finding more meanings to their lives. This is why I came to the CMAA. I came to Lowell in February and was happy to find a job with the CMAA working with young parents as an assistant teacher to Judith DickermanNelson. Year ofthe Tiger continued services to the community. New programs are being created to fit the changing needs of the Cambodian population. There's a lot of room for collaboration with other organizations to support expansion and change. The Praxis Group, Inc. is working with CMAA to bring technology and ESL training that will give South- east Asians a better opportunity to compete for jobs. Another possible strong link we will have 'is with the U.S. Department of Agriculture to start an urban and suburban farming project within the Southeast Asian community. The CMAA Board is a strong, committed team, working to incorporate into a strate- 6 gic plan the essence of social, and grassroots community economic development. This includes looking at existing programs within the CMAA, their strengths and weaknesses, opportunities and threats, and seeing how they all fit into the whole development of the Courier building. Also, what (Please see Tiger/Page 8) �Khmer Lowell · Southeast Asian Water Festival continued see the boats. They are being stored at the CMAA. Ask Chath pierSath for further information . If you have any questions regarding the festival planning committee and the meeting time, you can also ask Chath at 978-454-4286 or Rassany at 934-4677. Why do we have a Southeast Asian Water Festival? In Southeast Asia, water plays a very important role in the lives of agrarian people. Once a year, Cambodia and Laos hold boat races to celebrate water and life, as well as to honor spirits in nature that give and protect their chain of sustenance. In Asia, they say that where there 's water, there 's life and food in abundance to reap and give thanks for. The Water Festival in Cambodia and Laos is full of fun and games. People don ' t just boat race, but they dance, sing and worship . In the capitol city of Phnom Penh in Cambodia, people come from various provinces to participate in the boat racing event. Teams, often sponsored by temples, represent their home village or town. Winners will not only take a sum of money back home, but a sense of pride and fame. Many teams take winning very seriously. Prior to the actual event, people often practice at least two or three months ahead. They prepare the boat, bless and name it. The spiritual energy of every team member must be in sync with that of the boat. They must be unified in strength and in mind as well as in soul. Southeast Asian Water Festival is very ritualistic in nature. Boat teams are often sponsored by a temple. The head monk can take the role of a trainer or a spiritual fi gurehead . The boat is usually named to capture the essence of the supernatural power. They are given names based on mythical monsters, witches or sorcerers that tend to project great power and strength. The team members must embody this power and strength and be able to become as one when they row in competition with the others to win. Last year's festival in Lowell had similar spiritual themes, especially those which relate to the environment and the use of water. The Merri- year's festival. There will be many more things to see as well as to have fun and learn. Check out our environmental booths. Come and taste our food, listen to music, dance and see the boat races. There will be fishing demonstrations, using the agricultural tools shipped to us with the two boats. There will be poetry readings and a small stage theater for your entertainment. August will be hot, and you may just want to doze out in the sun and feel the breeze on the bank of the Merrimack River. Don ' t miss it! If you would like to get involved in the planning process, please contact Chath and Rassany. We need volunteers!! Our next Water Festival Committee meeting is on May 19, 1998 at 5:30 P.M. at the Mercier Center. 7 mack River has been the artery of various states throughout New England. She is especially important to Lowell just as the Mekong is important to Southeast Asian countries. The Merrimack River in the past was used mainly as an industrial dump, whereas, the Mekong in Southeast Asia was used, even to this day, to transport things from one place to another. The river provides a great source of food, fish, and fertile si Its to rice fields . The. water festival weaves aspects of nature, environment and culture as well as beliefs into the lives of Southeast Asian people. It is a colorful and traditional event for Cambodia and Laos. Dressed in their best clothes, people huddle around the bank of the river to watch boat teams competing for the trophy, pride and money for their village or their sponsored temple. In Lowell , Massachusetts, the celebration carried the same flavor. It was festive and fun . Some attendees felt very nostalgic and thought the celebration was actually taki ng place in their homeland. You don't want to miss this Look for this New CD Release About last year's f estival! �Year ofthe Ti er... CMAA Programs and Their Directors: Komar Daycare Coreen Guivan Young Parent Program (GED) Judith Dickerman-Nelson ESL (Adult Education) Rosemary Zaleski Youth Peer Leadership Arn Chorn Pond Elderly Outreach Thy Chey Monorom Family Support Timothy Mouth development. ther seventy percent is deThe opportunity is limit- oted to commercial use. less considering the plan that The future for CMAA has already been drawn by nd the Cambodian commuthe Architect. The envi- ity it serves looks very posisioned one-stop cultural, so- ive, though there will be cial and commercial center any challenges and obstahas a very unique appeal in les to overcome. bringing people to learn and Year of the Tiger is a year be with each other. There's f exciting change and selftalk of creating a library that xploration. The CMAA can will house books on a broad ook and plan ahead to selfrange of Cambodian culture, valuate as well as to take the social and political life. In pportunities to make better working with the Praxis ·mprovement in the way it Group, Inc., there will be a erves community members Technology Center that al- hat change and affect their lows people to access the Internet, use e-mail and websites to communicate on a LOUISLPINN broader scale. There is cerINSURANCE AGENCY tainly enough space for varif'!'lfCS5'la5CSSG'lalnlSS8 ous purposes. Thirty percent of the building space will be occupied by the CMAA. The are the different ways staff, Board and community members alike can bring more financial resources into this development process to make it successful. The Courier building is of best interest to the city government as well as to the community at large. It is a historical site, and the development of the whole Jackson Street will bring more social and economic activities to the now depressed area. Without the support from the city and the community, this whole redevelopment of the Courier building would not be a success. It will take everyone, Cambodian and non-Cambodian, to work in support of this \l\9MIDOLESEX sn.EET LOWEU,MA. OIISI PHONE(971) tjU7'8 FAX (971).fS:l-'7S<I Introducing Margaret Tham My name is Margaret Tham, a newly hired caseworker for the Monorom Family Support Program at CMAA. I was born in Takeo Khmer Language Classes province, Cambodia. Like Sak Seang millions of other Cambodians, I lived and endured five Citizenship Assistance years under the Khmer Rouge regime. All fifteen Montt:ha Oum members ofmy family were forced to abandon our home and evacuate to the countryside. I was separated from my family during those five years . After it was all over I was the only one left. The rest of my family members were either killed or died of starvation. I was lucky to survive and live through the harsh life of refugee camps for two years. Today, I am living in Lowell, Massachusetts as an American citizen. It was a miracle that I am now alive as I look back at those years. Right now, I am focusing on building my own family and educating myself so I can live freer of those torments. I have lived in the United States for seventeen years, mostly on the West Coast in Fresno, California. I received my B.S. in Health Science from CSU of Fresno in December of 1994. I could not have done this without the support from my husband. Before coming to CMAA, I have been working closely with the Cambodian community in Fresno. I taught Cambodian literature and English. I published a bi-lingual CambodianEnglish book in 1996. I am also an author of two Cambodian folk tales, which have not been published. I hope to publish them one day. I was also an executive director of Environmental Justice Chath pierSath 8 the Cambodian Association of Fresno. I am glad to be at CMAA, working closely with my people and helping the children we serve within the Monorom Family Support Program. I am open to learning and helping the Cambodian community in Lowell become more successful in mainstream American culture and at the same time, help promote our cultural heritage. Kill AIDS before it kills you. Get the infonnation you need to protect yourself1 �Introducing Farnilv Phv.si ian , , James Kuin. H.D. and Cindy Cheng. M.D. Board-certi 1 i.n Family Practice to care ed for your entir family including pediatri ·s, geriatrics, and women 's health . Affiliated \\i th Saints Memorial Medical Center Family Health 600 Clark Roal , T1 wk burv , Plea c ·all for an appointment (978) 4S3-8446 Evening and Saturday hours Most insurance plans accepted Would you like to put an ad in our quarterly Khmer Lowell Newsletter? We provide ad space at a very minimum price. The money you pay for your ad will help us cover our printing cost. At the same time, you can reach a broad range of potential customers or clients to your business or social agency. Khmer Lowell has a wide reader's base. It is being distributed throughout Lowell and other cities within Massachusetts. If you're interested in putting out an ad, please send us your name or the name of your agency, address, phone and fax numbers. Price is negotiable. Contact Chath pierSath at 978-454-4286 for further information. Professiomll. . ~~4 ,.S d C/1 ~MS~ffl!m! Security Officers Job Opporlunities I Up fo $8/Hour fo start! Lowell • Billerica • Chelmsford • Tewlcsbu,y First Security Services Corporation. New England's leading provider of professional security services, has excellent full-time, part-time & weekend opportunities now available on all shifts . Advance your career by learning electronic security, console operations & lifesaving skills. You must have strong oral & written English skills as well as a customer-first auitude. • 401(k) • Health/Life Insurance • Paid Vacations • free Uniforms • flexible Schedules • Paid Training Immediate lnterviewsl Monday through Friday, 9am fo 5pm. 40-44 Church Street, Lowell (508) 452-2127 80 Main Street, Reading (781) 944-8774 An Equal Opportunity Employ,r, MIF Ill The Excellent Choice For Security Professionals! 9 �Khmer Lowell The 14th Dalai Lama: The Way of Compassion The auspicious, rai ny morning of May 9, 1998 His Hol iness, the 14th Dalai Lama of Tibet, spoke at Brandeis University in Waltham . There were over 7000 people who attended. The Brande is stadium was packed with fami lies, fr iends and chi ldren. Everyone li stened with their mouths agape as His Holiness delivered His message of peace and non-violence. His smile was full of radiance and love. "Please, don't expect any kind of wisdom," he said. " I have nothing to offer to you," the audience laughed. " I am j ust a human being." To many people, He may be more than a human being. He is a super human because He is very wise with a very big, super heart to offer the world . Hi s solution to the world 's pain, violence and causes of suffering is very simple, and it's the only thing that may save us fro m ourselves and our own destruction. That solution is the achievement of peace th ro ugh compassion and non-violence. His Holiness, the Dalai Lama, who is recognized as the leader of the Ti betan nation and people, fled T ibet om Chinese aggression into ex·1e in 1959. He hasn ' t been able o return home since. In the tradiion of Martin Luther King and ahatma Gandhi , he has become ne of the world 's great advoates of non-violence. For this, e has won the admiration of the orld and was awarded the Nobel Tibetan people have not been allowed to practice Buddh ism freel y. Over 6,000 monasteries were desecrated and destroyed by the Communist Chinese. Today, news of torture, rape and imprisonment hit the world 's newspapers' headlines. Nuns are often raped and tortured at the hands of Chinese so ldiers and many monks who try to resist Chinese rules by continu ing to practice their religion are con- stantly being harassed and many are taken into prison and beaten. In spite of these harsh and inhuman rules and domination by China, His Holiness the Dalai Lama continues to advocate non-violence and compassion. At Brandeis University, His Holiness spoke of patience and offering love toward the Chinese. Though freedom for Tibet is urgent for the survival of the Tibetan culture and environment, His Tibet is roughly the size of all estem European countries comined. Like Cambodia, it is a Buddhist country, with serene, eautiful mountainous landscape. ive of Asia's great rivers including the Indus, Mekong, and rahmaputra start out from Tibet. Tibet's high plains, forests and ountains form a unique eco- 10 system on the planet and are home to many rare wildlife, including the snow leopard, blue sheep, and Tibetan wild ass. This ecosystem, and many of its species, are now endangered. Tibet was a disti:1ct nation and maintained its own government, religion, language, laws and customs. Over the centuries, some countries, including China, Britain, and Mongolia have sought to exert control over Tibet, with periodic and partial success. International legal scho lars agree that, from 191 1 unti I the Chinese invasion of 1949, Tibet was a fully independent state by modem standards. Since then, Tibetans have struggled to regain their freedom and keep their culture intact. The Tibetan culture, like the cultures of Southeast Asian countries like Thailand, Cambodia and Laos, is centered around Buddhism. Buddhism was embraced by the Tibetan peop le in the 8th century AD . Since the n, the life of the Tibetan people has been to cultivate a good heart and a calm, clear mind . In the wake of China's repressive occupation, however, the Holiness feels that only patience and compassion will rid our world of further hatred and war. He emphasized that all beings, plants and animals as well as man are interconnected and interdependent on each other. Therefore, we cannot build peace alone. Those who oppress and commit violence against others are the ones who we need to love and give peace to the most. �KIimer Lowell A Prayer for the Millenium I think of my motherland, like an invocation I'd give to the world, dreaming that by the year 2000, peace will truly come to this wounded nation of mass genocide and violence. I think of her as a land of gardens, a rain forest of air and life for all, a country of forgiveness and compassion. She is understanding beyond borders, peacemaker of neighboring conflicts and historical hatred with the Vietnamese, the Thais and themselves. All her children will have a childhood, a generation with both parents alive and siblings to play with. All the land mines would have been destroyed from where her people farm to eat. All land mines banned from the world. No child would be forced to hold a gun for someone else's political rights or economic to pay her debt. Every country like Cambodia, big or small, rich or poor, will meet under the same sun, gather for the same prayer, experience the same hope and dream, live for the same peace, and love for the same reason. In each ofus, we will find our common suffering, our hunger and thirst for life, reed and power. here would be playgrounds intead of war zones. here would be more schools intead of brothels and nightclubs. he children will sing songs of ·oy instead of terror. hey will learn how to read love ·nstead of hate. nd each child will have enough o eat and clean water to drink. ambodia is greening again, prouting seeds of peace into pring blossoms of love and joy. II her tropical trees are left unut. er abundant fruit is shared. er vegetation's an earthly aradise. he is serene, beautiful and full of harms like the statues carved on er temple walls, Illed with peace and hiding miles. er people are made strong and ise from all the suffering hey have endured. he world will look upon her ith admiration because she has earned to overcome the war in er blood, the rage in her eyes, he darkness in her midst. er people united to end all gonies, all bloods to be spilled n her land, to stop all killings of our desire to be free from all harms to our bodies, our spirits and our souls. I think of Cambodia as one nation loved; one nation healed and freed from war and hate. Imagine earth with all nations loved and treated when sick or diseased. Imagine families of people willing to share, to understand and learn from each other. 11 lives and make all violations of her innocence a crime against humanity. The bigger and more wealthy countries will stop selling her arms to kill her own people. They will become good role models of her socioeconomic, political and spiritual development. They will respect her as an equal and love her as their own sister. My Cambodia will join a band of other impoverished nations to acquire needed knowledge to solve her own poverty, to lessen all injustices, to protect her rivers and forest from capital slaughtering, and provide opportunities for all her children so they won't have to sell their bodies for foreign currencies. Those nations with skills to share, friendship to gain and love to give will sincerely come to help her, give her encouragement and provide her with some infrastructural support needed to keep her people growing trees instead of cutting them down Imagine all the wisdom and the experiences that we could gather to make our planet one home and ourselves one people, united in our diversity. Imagine ... Chath pierSath �CMAA 165 Jackson Street Lowell, MA 01852 I It costs money to print and distribute this quarterly newsletter. We would appreciate your subscription of support. To subscribe and send send us your name or the name of your agency, address, fax and phone numbers. Name/Organization Address Zip Khmer Lowell is published quarterly by Cambodian Mutual Assistance Association, Inc. 165 Jackson Street Lowell, MA 0 1852 978/454-4286 (Phone) 978/454-1806 (FAX) Editor/Designer: Chath pierSath Assistant Editor: Judith D. Nelson I year subscription is $12.00. 2 years subscription is $24.00. Your support will keep this quarterly newsletter alive. If you think it's worth reading, please subscribe today. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml19" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml19</a>. Description An account of the resource This collection includes digitized issues of the Cambodian Mutual Assistance Association of Greater Lowell, Inc.’s bilingual magazines <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em>. <br /><br />The collection is completely accessible on this site.<br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml19" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml19</a>.<br /><br />Note:<br />Additionally, digitized issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> from the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection have been added to the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Omeka collection so that issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> may visually appear together when browsing in Omeka.<br /><br /><br /><br />--------------------------<br /><span>SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea.</span> Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007. UML19. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Khmer Lowell, April-June, 1998 Issue 6 Subject The topic of the resource Nonprofit organizations Description An account of the resource Khmer Lowell, April-June, 1998 Issue 6. This newsletter has 12 pages. Topics covered in the newsletter include: Southeast Asian Water Festival, new year hopes and challenges, updates at CMAA, an interview with Tooch Van, and more. Creator An entity primarily responsible for making the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection Publisher An entity responsible for making the resource available Cambodian Mutual Assistance Association of Greater Lowell, Inc Date A point or period of time associated with an event in the lifecycle of the resource 1998-04 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. 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Format The file format, physical medium, or dimensions of the resource application/pdf; 12 pp. Language A language of the resource Khmer English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml22_khmerlowell_issue6 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 1990-1999 Cambodians Periodicals https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/ba98629e13ca01eb1dbb0ea6dfc1e1bf.pdf?Expires=1785369600&Signature=o4DDb2arJeZmdNDftJYmnsIQYoj2ERe5Tuj5wv7yiu9VtVUZ76WlQ60WCnOk%7EseAstWs0WYKzet7kAMmEyLMG7vbZNOeIuWHxC9LRLynVrFLhZGge7Cz0oCLW8sgj5NOiSTmzoSXaAZNihpnyLe4zCiZzRk1z5JRSrdWIOcxejboRdIizUK4M7DOWgXUk9ju2aIh9qPhVTwZ-PmvakcXzeTFvjjzUHZBw3SRiXpWcZnXpSR-bnFPEHMBw6aqFKSO7Ifo7BMfJ6LzNCSCR84pUhrYRH7aJFXQvg2hykZpYKLs6avnHxBIEBQ-PtWDyw0MuC7LNx%7EkdHkX7fe3uWRKaw__&Key-Pair-Id=K6UGZS9ZTDSZM 1bd2c391da4687a0551ba627559c1d6b PDF Text Text Edition 14 January 2001 'AQat)Jer Year af Success 16t)J! Hightlights in this issue: 16th Anniversary Dinner & Banquet... A Cambodian Return ... CMAA Programs & Services ... Cambodian New Year Announcement.. . Young Parent Program .. . Cambodia Sweet Cambodia ... And other News ... ~M 1o1n ANN1vrn~~~~ CtltBRATIO~ ~~~ rnNNER BANO~Cl ~lOBER L1, l~~ �mm ~~ t3mkra rnl'.JOO~ BODYWORKS PHYSICAL THERAPY G~~jmiSro~GroGtijj ~rum~~mw 103 Market Street Downtown Lowell • • • • • 452-6121 Q ~ Q §nr[!ft5ri}urifj1Sb]J .J f:f7S{inrjwunr[U lt57 WffiJCl.5 t:17 ff m1nm cf rju {inr:ifufigysrt:J?Wftfi~fit[!_ • • • • • \ rLm:!Jlrfunu1wf • • rlr:JUMfi t:J?"1fi mi:hr1s '-' a mfimm'fld1lt5rJ~MJmrJ c,q f[Fi7:!Jlrfrslnr[!lt5rqm1 m1mm'fld1lt5M3mr1bnr:Js I "-,, ' 2 (ffJ&rUJ1J mfimm'flrJ1Jj1t:J (ffJ&f3fi!r':hrJrrnm; \ \ , fJ~ nf:fJ S fJ g fl Ui.57f:H3M fu fffl.5 3 I a " V rlr:JUWJfi fJrtir;;, mrfJm '-' a u �ISSUE #14 JANUARY 2001 CMAA'S KHMER LOWELL MAGAZINE CSCR . . ~~ ~S~~iSfiSf utU!J lHrHHU 81 Ug ~ TABLE OF CONTENTS rum il ru UJl tutU'l ~ i'i8 Sr:i1G llllil ii:Jnil t~ qllllJ?, U rutiHH:lt£Hlli i'i 99@ ~ HrujllitjJ'{jlli tlfiJii'ij HD il U rl mm ru1 ri i::i1 ri hii tu ~~m;De mUJBLru~ ru~tI.i tEtu L mm l mnmL tu fl 8qG} , ru fi rQ ii 1mm-1i ri su1 il ru rn rurn1rn1s il~ilG ~l ~BH~ruJU msij ~ I ttu il(i) snnili'iJ s1 sn rum t:::9 Magazine Committee/tlMJAtMnt_,bl: m.rnj ... ... ... ...... .4 Message from the Executive Director... ....... .... ...... ... ... 5 CMAA'sPresident's Note ................... ... . . . .......... . . .. .... 6 CMAA Staff and Board of Directors ........ . ..... . .. . . ... . . .... 7 (LIHBUHH I rut~ilurn : msm.gi :ruJ tU(j) srimui tuucirimg1n .. .. u t[pdnqGJ LrurJ?.si;yil asucil!Jll!Jltl ri?.si;yil ru§hiJi:14Jil ~lri~Btt:, , ur.i Nih1 mrJm1fln ,'i; ui~rn :rn1 rn1imajm UMf9Un5Yl l:iYforni g!'.>@/ CMAA 16th Anniversary ... .~9 I ~I.I ._. Cil r0Uii:18Ut1UlGtll'iN n rn1i ru mJ1 n n aj il , tmHi:ilru(tJ9 rintui'itm ru1:1m1:1t£i" ~hruti'itu 1 ~ !jjr.1 If; I ..,. U F'l 11 F'l c::f wa Fl RiirunJtru-l!i ....................................... ........... .............. !'.>O n H3s-l!iblru~r3 .. ............... ....................... ... .................... ... !'.>!'.> C, C, From hell and back: A Cambodian returns ................. 13 s,gn59Jilbl ................................................................... ~li I Multi-Racial Garden .. .. ... ... ...... .... .... .. . .... ... .. ....... . . 15 nY1fit~ smnna ~rnnJ ................................................ mif ~ ti "' CMAA Capital Campaign ........ ...... . ..... ... .. ........... ... .... 20 u Readings for Pleasure .. ....... .......... .......... ....... ....... .. 23 fUfnnJml:iYtsr ............ ........ . .............. .... .......... 24 Li n ~ fl1.nl 9 SJl tl5S-l!it_,n tfi .. .. .. .. ....... ........ ..................... 25 Cambodia Sweet Cambodia .. .. ........... . . .. .. . . .. . . .. ...... . 26 Cambodian Thanksgiving ........ .... .... . .... ... ........ ... ..... 26 ARTHUR J. SANTOS, JR. 24 Sr. LoWELL, MA 01851 (978) 454-0900 WEBBER n11r.mmWfJj?UtcflJjjmsmnJZ?/:f}fi Jjn111jw I , 0 I QI - • • • • Q fJ f[]JU Fil1131S '1 Lf7 ffff/ S &Lfi 8 fi Fil fi • • tnz nnJ~ w~ff:J n11D&ffi7:fj1&tl7Wftfi~fi&£ 3 Bankruptcy Stop Harassing Creditor calls Get Immediate Relief Free Consultation �Khmer Lowell Magazine Commitee 11MJrim1ir;t11:,ruf'1 < d111MJ,erumn11y11iamrlm ru;ifaru- NocL tJITTl'ijlf~'!:!nlfll tEifl,! ,un1 -Christm 1sf~l!JOOO rn: fiL~ltiHii'I~ i;"~gl!Je/'9~1 ,$lru,rutidlnllfltiYl;lt11 asl ,erutliitmt111dii,!Y1;JSnlU11iYS YStumi:idlffl'iHll:cti~guinii tiin,1uinii rl",!lYuinii 1Jdl ffl'in1SnllnlSlll./111;!t11'9 ,tiiru,$lru,rua1ns11!irul'ililfi 'LGSCTlLfifl,!Uinii,ensi: lf~Luqia 11:\rul'inllflliYl~IIIJ'lru,LfilYlfilui\'mmutJsitul'iLUfiu~,Ml'iM91S mt]B aaSltul'i tuiiu~1 a,ruir; "!tn rr/J11J11 riy1 stt;11\Jdl liiiotl,ru)~ ~ 1jGl;lturJntl11!irur;itiru~i;,eruJ!1tl ,gn!ji~syr;,si:,e11 Executive Director ~\'lwn1il Samkhann C. 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Advertising & Marketing Managers ~\'lrlf:rJll~!'lmtlmrui~!I~ 2tll3j!Jl3,?W PaulYin, Thysan Sam. Ny Ma, & Ronnie Mouth Legal Issues Editor ~!l2tl£E~\'ll:ljl'.5 Joseph H. Sexton Health Issues Editor ~\'12tl£E~\'lt-~.im.i Sovann Kheam A • J At large Community News Editors ~\'12tl£i~\'lllllllel;,52 Voeun Mao, Sayon Soeun, Danny D. Div, & Thysan Sam Khmer Lowell Magazine is a quarterly publication published by the Cambodian Mutual Assistance Association (CMAA) of Greater Lowell , Inc. All articles published represent the views of the authors; they do not necessarily represent the views of the CMAA or its funders. Your contribution such as art icles , fo lk stories, modern fiction , poems, news, etc. are happily and gratefull y we lcomed. Please, limit the document to 1-3 ( I lx 8) pages, and make sure to include the author's name, address, telephone, and signature of the responsible person. Khmer Lowell Magazine committee reserves the right to publish an entire document and/or in part based on space and budget. Besides, we would like to ask for your good heart to help us by subscribing to, or advertising in the magazine. Your generos ity is needed to help us continue in publishing this KL Magazine. The subscription rate is $14.90 per year, including shipping and handling. 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Y,ruil'ilJ Fi 'Y!jl 9i If IIru,gin1 dl~ Sti, ITT :fill~ nl i;j i a,$1 tulf lGl'i Sl !Ii~ 9Jl tull./11 ,eru,k,;1nsuija,$lrul'i~:mg,H9nl. ,g11J,filnl'4J 11rnsin1!{s,ctJa'.I cti,Su 1 ru1 ftlflUllfilflSU,l!Y 1)UjifillG~9ll'illa,gnmruigl'i!f'GJa'.I f1,!Y,Y!jl91r\9a,ruir; ,itJu!Y "ltil. ,ru,r; tiis ctru. ,ruifi ts ll'Uli. ffl'iSla ~Ii ,a.11 ffl'iLN ti!f lfltaJ,113 ,$lruitiru 1i1Y1ru,i1ni'J aamniru~s~i;91a,tn1ms a q ft{ 1111~ n,ur/ ll ff1tll1tSll alIf rfl s g,fa91 B rfljtJJII I UhW TJ!f-f1,J11t3 rur:nerni~1 u1tjys-m1 '1 nsru~wir; riUS!JJiSru rJms twjsifi ~ru~l:lmHUll ~rufiirin.nri 9~1-'1.nft.181fil:1 ft.1£llHtJ,HftJl:1 nJHifWH!:lnJ i£m.fit1Lu111 trim!Jjl:lr:nsr:Hl.i trijft.l~ri~OfiW ~t!JjWiufiiUl'1 t81U't.!fi9U 165 Jackson Street; Lowell, MA 01852 1-'1.nH~Ejlf\J ~ Tel: 978.454.4286; Fax: 978.454.1806 asuritlriifi H'tJl:~ru~rua~ i£n81ifii£1 ~ru£1inQistru ~~ei~fo~ - CMAA, Inc. Email:cmaa@cmaalowell.org;www.cmaalowell.org 4 llil1LrinJ ru1 rum ii.! Ht rim rJT '1 Hi~ll{iii3 ~iLurnrut!JjW unn:tUjflH '1 �ISSUE #14 JANUARY 2001 CMAA'S KHMER LOWELL MAGAZINE M~A6£ FROM TH£ £X£CUTIV£ DIR£CTOR Dear fri ends! Already we are a few weeks into the New Yea r 200 I . I hope that you and your loved ones have had a wo nderfu l holiday season. T he yea r 2000 was a memorabl e yea r for us and we are looking forwa rd to many more wonde rfu l things in the yea r 200 1. And welcome again to another edition of the Khmer Lowell magazi ne, a quarterl y publi cation of the Cambodian Mutual Assistance Associati on of G reater Lowell , Inc. In early November 2000, and for the first ti me in the history of the Cambodian Mutual Assistance Association since its inception in 1984, we we re abl e to go back and help out more than 2,000 fa mili es with 55 pounds of rice plus about $5 cash for each fa mil y who we re left devastated by the worst disastrous flood in Cambodia. The flood had claimed ma ny people and animal li fe and had also caused tremendous damages to their rice paddies and crops as well as other essentia l elements of Cambodia's sustenance. We thank you so ve ry much for helping to make our humanitarian effort become a reality. Now, back in Lowell , Massachusetts, there are sti ll many thi ngs to do to further assist many more individual s within the Cambodian-American and the Southeast Asian community of Greater Lowell to reach their full est potential in the Ameri can's society. There are a few new and exciting projects that we are working on . One is the Refugee Family Strengthening Project, newly funded for two years by the federal governmental agency known as SAMHSA (Substance Abuse and Mental Health Services Administration), where we will be focusing on a number of components such as helping to strengthen the relation ships within the fami ly unit, family and surrounding community, family and domestic issues, family hea lth and mental issues, and intergenerational group. With thi s new program, we will be able to furthe r assess and study the dynamics of the refu gee fam ily and come up with al ternative ways to help the refugee families to achieve harmonious relationships. Another exciting project is the Adult Basic Education, funded for five years by the Massachusetts Department of Education. This project is designed to provide a comprehensive adult education for the refugees and immigrants from beginning to advance levels by using the best practical Eng lish in struction taught by professiona l bi lingual teac hers and support staff. Yet, another program is the Asian Refugee and immigrant economic and educational opportunities, newly funded by the Freeman Foundation for the next two years. T his program is designed to assist Cambodian and Southeast Asia n refugees and immigrants, parti cularl y those who are already working, to further improve their English language and computer skills so that they can advance in their workplaces, get better paid jobs, and ultimately increase their family economic standard. . In addition , we are receiving addi ti ona l funding to support our different initi atives for the Youth Services Program as we ll. The State Department of Public Health awa rded a four-year funding to impl ement th e Youth Action Alliance ' Project that will be foc using on yo uth leadership development and policy the advocacy that are tobacco control related objectives. -· Furthermore, the C MAA is process of organizing the Khmer New Year Festival 2001 . The last event at the Tsongas Arena was a big success and we are .i. • - .. \ looking to even bigger and better thi s comi ng April 14, 200 1, whi ch is the date for our Khmer New Year celebrati on. We are look ing for arti sts, arti sa ns, musicians, and people with different talents to help make our ce lebration more appea ling and enjoyable. So if you know of someone, or you yourselves want to participate in different activities of the New Year Festival 200 I, pl ease do not hesitate to call and stop by at the CMAA's headquarter. On behalfof the Board of Directors and staff members of the C MAA , we would like to express our sincere thanks for your continued support, guidance, encouragement and, best of all , the memorable year 2000. Our task of servi ng the undeserved Southeast Asian popu lati on is not possible without you. May the New Year spirit b ring you and your loved ones good health, wealth and much happiness! .,. ~ . . ,,.. I ' f .. 'f Tl .: ~ .#· Gratefull y yours, Samkhann C. Khoeun , Executi ve Director 5 ,. �these boats from Cambodia to Lowell. I welcome anyone who wishes to help in this effort to get involved. A Letter from the President We also received promises that when the CMAA is ready to open its Cambodian Arts and Cultural museum, we will receive donations and assistance in locating valuable and culturally significant artifacts for display. The Cambodian Arts and Cultural Center will become an important part of Lowell's cultural scene, and will help the entire city, and its many visitors, to appreciate the rich cultural heritage that the Cambodian people bring with them to this country. As President of the Board of Directors of the Cambodian Mutual Assistance Association, I am proud to present this issue of Khmer Lowell magazine. Through this magazine, we hope to share with you some of the rich cultural heritage of Lowell's Cambodian community, and to invite you to learn more about the many interesting aspects of our community and also of the CMAA's programs and services. During the same trip, we brought over $2 0,000 from t he people of G reater Lowell to help relieve the suffering of the people affected by the disastro us fl oods in Cambodia. The money that was so generously given by t he peo pl e of Grea t er Lowell was used to purchase rice and other necessities of life and distributed to flood victims. There were more than 2,000 families were being assisted with 55 pounds of rice plus abo ut $5 fo r each family. Certainly, in the last 16 years, CMAA has come a long way, j ust as Lowell 's Ca mbodian community has. As I write this, CMAA has a staff of close to 40 dedicated people serving the people of Lowell. Through the generosity of the Courier Corpor ation, the CMAA has its own building. In coming years, the CMAA building will be developed into a professional and commercial center for the entire Southeast Asian community to be proud of. However, as much as we enj oy our present success, the Board of Directors and the Staff of the CMAA have our eyes on the fu ture. If you have any suggestions or ideas on how the CMAA can be improved, or can change to help the community more effectively, please write to the Board of Directors, Cambodian M utual Assistance Association, located at 165 Jackson Street, Lowell, MA 01852. This past Fall, I went to Cambodia, with the Executive Director, Samkhann Khoeun. We had many meetings with important governm ent and NGO officials. Through our efforts, we received a promise from the Royal Government of Cambodia that they will donate two authentic racing boats to the CMAA for the Water Festival. A number of local business people have agreed to pay for the building of additional boats. We must now meet the challenge of raising the funds to transport Sincerely Bunrith Lach, President 6 �ISSUE #14 JANUARY 2001 CMAA'S KHMER LOWELL MAGAZINE ""' BOARD OF DIRECTORS - A~=n~SffiU?~Wn - Bunrith Lach , President Chuck Sart, Vice President William Tith, Treasurer Sokhary Chau, ABC Financial Thomas Stylianos, Jr., Secretary, Attorney at Law Chanrithy Uong, Lowell City Councilor Chantha Bin, Social Worker Mark E. Goldman Sara Khun, Legislative Assistant, Congressman Meehan Samuth S. Koam, Health Educator, LCHC Ken Niceweiz, Farmer I Associate Professor, Umass Amherst Samnang Siv, Researcher Francis Dawson, Liaison Officer for the VA Chheang K. Ngor, Senior Administrator Stephen Thong ADMINISTRATION - G~n~i~e~mi Samkhann C.Khoeun , Executive Director Sothea Chiemruom, Deputy Director Thirith Hut, Fiscal Manager Jenny Lee , Accountant Joseph Sexton, Development Director Ronnie Mouth, Office Manager Holy Khut, Network Administrator CAMBODIAN COMMUNITY HEALTH 2010 - GSnGl.Smih;ms Sovann Kheam , Community Health Educato~ ' CITIZENSHIP ASSISTANCE PROGRAM - GSnt~w~ruGl.SGm~ -., 11 11 <L. Van Chey, Program Coordinator Instructors: Ang Pheng, Bunrith Sath, Hong Net, Thomas Stylianos COMMUNITY SERVICE EMPLOYMENT - G Snt~Wn"m:mGl.5~~ ... 11 YOUTH SERVICES PROGRAM - GSnt~WW~t~ ' Sayon Soeun , Acting Program Director &Cri/niool Justice Coordiootor Arn Chorn -Pond, Coordinator of Arts & Culture Amy Fortner, Employment & Education Coordinator Sak Seang, Khmer & Peer Leadership Instructor Rany Him, Traditional Dance Instructor ~ Tom Giossi , CSE Program Director Paul Yin, Assistant Program Director/Job Developer Saloeun Kong, Case Manager/Recruiter Voeun Mao, Job Counselor/Case Worker Janice Pokorski, Skills Training Director Ny Ma, Administrative Assistant COMPUTER LABffRAINING Prince Rollins , Instructor G~n~G~~~~~~ ELDERLY OUTREACH & ASSISTANCE Chanbopha Hay, Outreach Worker Ret Meach, Outreach Worker FAMILY STRENGTHENING PROGRAM - GSnt~WGl.5ei$8Gffi -., 11 ~ ll Pitou Phat , Youth Outreach Specialist G~nt~W~~Gl.SjSlGIS VOLUNTEERS - s-mt~WGlS~~~ Dan McNeil, Denys M~ung, L;rraine Cordeiro, Hai Chheng, Andy L. Kim , Samuel San , Cheryl West, & Ammarith Oum . ADULT BASIC EDUCATION (ESOL) - n~5S~G~~mMmiG~Gl.5 Margaret Lavyn Tham, Program Coordinator Danny D. Div, ESOL Instructor KOMAR DAY CARE CENTER - G~nG\'Sfa~~~G~e ~e Karen Stairs, Program Director/Lead Teacher Betty Borden, Founding Director Neda Nou, Assistant Teacher Lianne Lemonte, "Grammy" MONOROM FAMILY SUPPORT PROGRAM Brian B. Chen, Program Director Maridy J. You, Case Worker Thy Erica Chey, Case Worker CONSULTANTS - ~nt~WbnmGl.5 "" Daniel Bumagin, Building Development Manager Michael Schaaf, Financial Consultant Walsh & Co. , Certified Public Accountant LeMay Company, Constructor Muckel & Associates , Historical Building Contractor ~G~WjMM George Murphy, Esp ., Legat Counsel CMAA's ADVISORY BOARD G~nt~W~M~ PROJECT BASICS - GSnt~WGl.5ei$8Gffi Michael Ben Ho TemChea Venerable Sao Khon Venerable L~ Vom Sal~ Pin-Riebe Pere Pen Susanne Beaton James C. Dragon, Esq. Sambath Keo, D.M.D. NarongHul Vanthan Un, Esq. Thysan Sam, Progra°m C~ordi~at"or YOUNG PARENT PROGRAM - GSnt~WW~~ifil@ifil 0 Judith Dickerman -Nelson, Prog'ram Dir~ctor Catherine Martin -Loew, GED Instructor Sak Seang, Bus Driver 7 �UU3 '!J G t 3 Ulifl !Pb 00'!l 750 MERRIMACK STREET, LOWELL, MA 01852 BUS. (978) 441-6224, FAX. (978) 441-9673 ARE YOU CONSIDERJNG BUYING A SINGLE FAMILY, TWO FAMILY, CONDOMINIUM, LAND, OR COMMERCIAL PROPERTY? PLEASE CALL US, IT COST YOU NOTHING! ARE YOU CONSIDERING SELLING YOUR PROPERTY? WE ARE OFFERJNG A 5% COMPETITIVE FEE. ts~ru niWO Sts1 $? rnae1 iMlG ~ s$ 0 t ~,m rnaM ,r::i _, .._, t$?1no n1so m£5g ~ o ru ~ t5g cit~~$? m~nttn CiS1 u i,,, .._,.;;.. .;;.. i,,, ' C1C1i~~i£?1i£?~n n1SCiS1ruCiSiWOSai1uCCiSan£5gC~iru1n-a-in u _, wiomiH.n~£?1~oe; ttnCiSCCiSanG~1~si~ruCiSnuon1s~~~tG1ni£?~eit501 n U U Z.> i.> DARA V. KON& Ml1n m "" i-w SARITHSOUS (Realtor) (978) 590-9498 - V , mn f. nri - .,.;,. 8 MM ... �ISSUE #14 JANUARY 2001 CMAA'S KHMER LOWELL MAGAZINE rJa Aflh The Cambodian Mutual Assistance Association's Sixteen Years Anniversary Celebration n111ffodtrujh rJ ndq rlilJ ?,UHiln § ".l@tS :(il SLutJi ~rn1tS1t~ truli§b".l fo~rni ~ ibooo tan.ntmh@ sh mosi§~1G .iUJmHutmh".lb HUilUi'1 ~njntnqn.nJ?,U r1.HfltiHt§Hrun 9".l@tS:M s(il stgri1fisiE~Gm ruqn.nJ?,U rnfo § 13 d (rnrufi qrinJ?, mrun §13 d ti llit~ nti(il St~ mHtUUUl : fin '1.!Sll:fl SS ~u1 : rufilriJ[Jii:i~ ShV,llit~nrnjm§mi:itUU rulilli S H llii:i tt:ll Wl:fl sri1fifkithrujh ii tru tiri fin~ ) ~tgtnV, W Erilfl ~ridtrujhiitru ll a riru1~tS1run{pmnfouruL§ "Double Tree Hotel" 9 \11h!Utiru ttl~tq,-Ql:rhm lli rifl~qn nJ ?,mS :l:fl srntmffinmrnUJ rufirnrnps utun : l:fl stf!jawi ii sll un g ruLU hn ru rto osiri ~ ru,{i:i HUH sshqri.nJri rn.fi ms: tm ll ~ :i'i 1'1 ,rn The Cambodian Mutual Assistance Association celebrated its sixteen-year anniversary on October 21 , 2000 at the Doubletree Hotel. Participating Board of Directors and staff considered the event a great success. Represented at the function were many members of our community 's non-profits and businesses. Over 350 people attended. Highlights of the event include the H20 band, guest singers from Cambodia and speeches from representatives of city and state governments . Mr. Bunrith Lach, Board President, congratulated staff for a job well done in the last sixteen year. Mr. Lach came in as Board of Director two years ago and has worked diligently with the organization to improve its services and to bring further social and economic development to the Hamilton Mill building that the CMAA currently occupies. Supporters and allies of his endeavors include our State Senator Steven Panagiatakos and Mayor Eileen Donoghue, who provided encouragement and congratulations for the CMAA's roles in providing needed services to Cambodians and other minorities in the city. Sophath Pheang, one of our star youth shared his experience as a freshman at Brandeis University. He represents the success that the Youth Service Program is trying to achieve. The goal is to provide cultural , social and academic enrichment activities that work to encourage more young people to go on to college. Sophath Pheang is an exemplar to other young people. He received a full scholarship from a special program called Transitional Year Program (TYP) to attend Brandeis. In most Cambodian community's function, a cultural performance is an essential part. Performance at the event included the CMAA's Friendship Dance Troupe and the Angkor Dance Troupe to bless the celebration and to bring new hopes and wishes for the future. Dances are a reflection of our characters, cultural attributes and social and religious values. In the past sixteen years, there have been many community members who have contributed to the work ofCMAA . Their contributions, whether it is money or moral support, had made a big difference in the way the organization has been able to reach people who need its services. The CMAA takes the opportunity to show its appreciation by publicly recognizing them. Community members awarded recognition include Mr. Andrew C. Bailey, Esq ., of Kirkpatrick & Lockhart LLP, Mr. Donald Washburn of Massbank, Ms. Monica Am of Amara Fashion Boutique, Ms. Maly Thai of Pailin Supermarket, Mr. Srun Sry of Battambang Market, Mr. Samouen Lek of Asia World Enterprise, Inc., and Mr. Kanara Loeu of Safeway Insurance Agency. 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V II P, """ g~~s HSlliHJSlStilJll'i tH'~ Mln S hmm Latoya Foster tr:Jruri1irnm l'l(j)S t~tlru!j;!i:lliliwruHdtm :. t!Jjas'im:fi\!Jtllil_i'i q_S?1g~CJlG ~ rilLU ms ru l:fl n1:1t 2rnn mhru sm111 rurn1:1 s w1h i'ii'i m1 sh m truu i'i n w rnmrfrHiuua~ rul:fl;Ht3,ifi sm1a llirut:il ti SMS~filii '1v HlJl;(j) S nfi "J ru ~ ri ~ t91tru rui:iltii:it ?, 1ir1 ru(il smd n1tri nt!fl hni hfi Al BJiUJ n r:l llil:fl sfwrm Sli'iliGtLH scimci1:1M ru ru~l t~ tS : '1 u§lUi:ii'itilJli'iLf\J Eileen Donahue tr:l llifiH-ifi(j) rumh !Utlru S tllili'i Steve Panagiatakos ll r:l1rinmhlll"J,p~m ru1 rt~truri 1'l(j1 St~htt:lllli~ rum!}lri tulhtilillG~rnill t~i:iSh~ru{i 9n~nG ~trurul:fltii:it§i CMAA tr:Jrutg rui'if1@1tB1:1J~~1:1 LutllilriSrutntiH[l'1 -tfi'iUli Lorainne Cordeiro HfiriSlllii'ii'if11a tl.\tfruis rul:fln1:1i@ (j1 stgstriffiqp w "11 iifiLuafirn rJ tl.\rfwsll m1Lfi ll 1ii tLUhrnnif.!Ellii'i9ihHnitr:Ji'1 tl.\JfiS fi_julti tuh (Sopha! 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I .,, Silt£.ittliil '1 i'iH1fimtitifofit!flil l:J .itnJjru r:l llit!flh G tuti '1 ts1rn rurn1 :wlfi '111 '118~tu~[i1 S~Umfoih !~tfiJh ~ tmh '1JLm1Jin '1 nmHrilrlJJm-m1sn l:i1 sm s 9tifilritS1r:ifo1umd] 9nJJSi'iw sir:i rum SLum nnfi sfiuwlil moo 8lfl '1 mHLtiMmLni'iA1fi silmn1 mi l'l[jl StUt1cir:llrimbit1'1.ltsHSaJ mil Silttii;! tii~tr:l.i, mi:! riJ ruJm-m1 s t£Htli__ilfi1 s fl.i[j) ~ih t.t.ltU1'i,fil1'i ij SttiUu ri.i '1 (JflJJ8 !1cJ88 DIJ nmnnn En8Ci1&Lf18(j18fllf~ b tmnmnMUAflfiim:tJ illjf1lf11i Bifj m11ma nifi ff mMBb~: rnJmmmm ... «fJmJiqnB1inuJn1n... »'1 tt!l~ts :ajHtruinun 99 rutui'iriri tunJ~Lurn1mi :~h! W1tu Afl iHu N ... Repblican Theam ) ......, 1 ,:-) Puerto Rico, Haiti, Guatemala, Ecuador, Columbia, Dominican n1 rn :tr:iuumn119sfl n1 smu1a mun n1 smu1mn111ntuilmmr rn fa tJ:iguflilwlU~§lU!jlBS~riAJi', tL mrnanm~1 ~K ;fljt:J <~o;hy _, ,;,' di 1)- Mr. Andrew C. Bailey, Esq., Kirkpatrick & Lockhart LLP 2)- Mr. Donald Washburn, MassBank 3)- Ms. Monica Am, Amara Fashion & Boutique 4)- Ms. Maly Thai, Pailin Supermarket 5)- Mr. Srun Sry, Battambang Market 6)- Mr. Samoeun Let, Asia World Enterprise, Inc. 7)- Mr. Kanara Loeu, Safeway Insurance Agency tLmtufitG1'i'11in1um!Gttlltutrul1'i.,. eJs13 'tsjS? 11[i1SHtiQ8Jt!Jjtt~il iitruilnJUjltu'1 mrutm :truin ~c ~9 tr:lrutruinungiu'\flrumtiul fil '118111 i'imHU11'ijl mil QJBrum t.t.llHl"ittJl tutSl :n[jl StQjiltLGjilU 9w s fil rit3HNmS 1trums rilm ~G{Af 0-9G{Clf d '1 '11 {Ut:Jl"itt.Uffiul fl~w titrujil tru1'i ~9@ts : ~l:i1 S[JJ[li~rn1w1mm:m,1 ~q~ill:l~t:J ,jm s1ufi~tQjrn 1 Konstantin V. Amirzadov, D.M.D. Lowell F amily Dental Prac tic e 133 Market Street Loweli, MA 01852 Tel. (978) 458-1179 Fax. (978) 454-7367 10 Fl ,,._, �CMAA'S KHMER LOWELL MAGAZINE ISSUE #14 JANUARY 2001 - PHNOM PENH INTERNATIONAL TRAVEL SERVICE .,. ~9;Utn2tOt\SGfMntOm ui t ... _, 109 Lafayette Street #C-5 New York, NY 10013 Tel: (212) 219-254 7 Fax: (212) 431-8293 Phnom Penh Int•t Travel Service can help you with the followings: • ruriruqu1ru~tun:runtiq¾ls¾lttn1LUUh\J Air ticket (for Domestic and International) • '9 Re-entry Permit • tfi "" Green Card • r:ltut'1Iln-urmrurunnfiumr1m¾lsbtfi u w ,.., • rurimn~uJ~fl.imiQ¾lB¾lttn1turnru Selling phone cards (for Domestic and International) • ,~ruqtnmmrunturt§ !lQuntitutGNt[!i1 Sponsoring a spouse from International Countries ,_, «l~trujBB¾lt§titjID:» Re-entry pennit (for Regular and Urgent) s¾lrui'Jcm¾litrnitirutnruir;riruiri ., " .... q Renewal Expired Green Card & Passpo1: 1-94 Becoming a US citizen and obtaining 1-94 . • tg~~rn! ~~) rumh81tmorui~1 GS l!mrru c;mb AJ~fJI Bbl{fcmmu .. • lo Obtaining Visa to Cambodia, China, Australia, Lao, Thai, France, Singapore, and Vietnam o~ru,g ~ru1G101rimsbCvririub 1 • Mt 1r.u¾l~1tiuitiiit'1Iln-ununru1nnru We look forward to serving you! a1~iiLU1!Uui tinUiUUHlLU!!Uufa~1iifjlrui r~1iifjlOJ[!jfITTSn!t]ftlITTi3 Sllui fjlUUuiillii¼ 'j- LUi:lli:l S(Uir:n llJILUi:lli:lSS\lilOJf~) i l:J- Lilli:lS(li:lS~n 11:,sSsllfosrnmN) m r~n~~i'JJ <u.run~rururJr~) ~IIJf!1ir~ rur~lfifjlOJLU!!rfullJllfi:lOJ n1snn111illum:rn grumsrtiitIJffi8$fjl$f-l~fnLi'iEJ[!jff!1m1: rsi:~ mrumururflnjEJffi'mS!:fli:l1rNufift!3lil rtn1s11Lurnfui:l1n1 fjlSi:lru mrasurnu~arurllJllforun.rumm(rilEJi ~tIJf!1ir~ fU!Ut!fillJl18$f-l~rnEiJY1SU'iU'aLUfilf3lw·rrurnmmrn sri:lsm1:~ Ehsmyi:tl1 nrur~rn rnmsrn.w:mLui:l1i:ls !l i:lsrrJru2s !l r-rsni:ls !l i:lsi:l1nmn flurnirm ii " fufJTilf~ftlIJT(tltIJi nrur~iin~murJr~i foru1untlmrur~mrr:nsmn~ny@uiilliit 'j(!jfr:nsunurim:uriSllnymr fulmrn.n: i fjlSi:lfUfilIT!JltIJlEfgfuJlUl fl)lUT!1J riiru~rnruJi QOJ!EfLU~ rnsfulmnr:ns Njfmi !,[!1fuJITTf~ i:l11Sm~1:EiJY1Suj nm1u1 l'J - mrrfjl:rg1mLflfufiftJt!nSnsirurJ 2s1 fjlSi:lrumrrLflfufifu~nri llJllllnm! ~nSnSlLUDlflUSSll[!.fmITTi:lulii m- ll]fLrtJOJl~Sllffilfnfl~rnq_ptifuLITTUf~EiJfjlSLMEJ(!jfi fjlSi:lfUmr 0 8$ ff 0Jlfi(Jill srruu.rur~ i 11- mrmin§i:lll1Sl~i fjlSi:lfUfilffgnrung OllJlltIJ(rilMi:llfiQlldim i:l1n asmmf:rinsmri cf- lijfUTISOJ:ffil~Srllfli fjlSi:lfUmrufii:llfl~ui:llQ0Jf9fill9Tifrun ~IIJffu~nyi:l1nslln@ni'NtIJf-lfijffull(~i:l1rSEJi ------------------11 �,lrl~ Lowd~CHC t;~ru~ Sfi1~flS~est5luJ~qjG§ru Coffllllunity Health Center 2J Lowell Community Health Center, Inc. 585-597 Merrimack Street, Lowell, MA 01854 Phone (978) 937-9700, Fax (978) 970-0057 UllQalf'/tJli7llflfll71iUBf/!/Jf!llm mcqgriinfg1d11tocc1ti11Joigmti1i1nnngn GI o a a ,o ol 1, el lllllll/Ulli B/JllllUJUBfifilllJ!lClillllmtiOflDaJIBlf/U/ffMIQfill/flll. .. 7 eel • o• n~~~fl5~~1tsi5Gteru1n»n~1set:e~eni: ~ .,. Q Q Q Q nJlffin1"{3nlntr~Ct1JIDN8btQb n1115gwcnnmnJet1mn MassHealth, Medicaid fie nJBb nJl mrud gm: gbebm no nt81 trfg tr nulnnJ1mruun,m]s"fnBbttn]t1tm]attljb"1 nBnJBbtlJlmrutJgmtrtnn ngliiAotff trmsmsd gmminn:11: BbWJB nglnoirnrusbd~WAlomi DD Q Q A N Q ""' i, Q Q Q Q CII Q Q n11lnwnirtrifH1slgtm: nijliiArirDno n11liiA ru0tl931tlonnmuns n1tlntc!amrniit~Mf nBnJruntratrnjl mrumn HIV/AIDS n11lnd~ww11wtnb{tfftru n1tl5d~ wt~stworu11 N ab Arir~1mseiirwuiritgnfifBmn2101.. .. ' I U Q Q I U tf1n1:n!u15u/1u !fldf91Ulfllnn1rftJu ~u1ntf51Ju!f1tii1J/lf1u11rJu1111a (&dd) uu9-9doo , 12 �ISSUE #14 JANUARY 2001 CMAA'S KHMER LOWELL MAGAZINE From hell and back: A Cambodian returns One of hi s missions on the trip was to create programs with Cambodian arti sts and schools. The CMAA and other American agencies are funding art classes and other instructional projects in Cambodia . More than 20 years after fleeing horrors, Lowell activist has an emotional homecoming " We want to teach the younger generation about art and experience music or dance or puppetry," Khoeun said. "The hope is to continue the traditions, which are more or less dying traditions." By JASON LEFFERTS Sun Staff Khoeun and other CMAA offici als such as Skills Training Director Janice Pokorski visited small vill ages and schools around the country. In some temples, they met with teachers and admini strators as they tri ed to forge new relationships. LOWELL - More than 20 years after he left the horror of the Khmer Rouge, Samkhann Khoeun returned to a Cambodi a very different than the one he knew. " We want to rai se money here and allow others to teach them," Pokorski said. "There's a lot of hope there, and what's happening here will help." The streets are full of men, women, and very often children, selling everything from silks to bracelets. Most people seem to put in grueling hours of back-breaking work with little reward . During their trip, Pokorski and Khoeun also coll ected arti fac ts for a cultural and hi storical museum they pl an to create at the CMAA's building on Jackson Street. Statues. Other items, enough to fill more th an a halfdozen crates, are sitting in Cambodia and waiting to be brought to Lowell. " It has changed tremendously. It is more complicated than I remember, and the peopl e seem to be getting poorer," Khoeun said. "Everywhere there are signs of poverty and it seems peopl e are working and working and working and aren't getting much out of it, sometimes less than $ I a day." Before the touring group co ll ected items to brin g back, it dropped off food and money to 2,000 fa mi li es ravaged by the severe fl ooding through much of Cambodia. Khoeun, the executive director of the Ca bodi an Mutual Assistance Association, was one of a gro up of abo ut 15 activists fro Lowe ll , New York, Vermont and elsewhere th spent two weeks in Cambodia in an effort p vide reli ef to fl ood-stricken areas, while ~trengt eni ng the count ry 's ties with the Un ite States. ,._,J~~~ Lowell-area donors raised about $20,000 fo r the effo rt, whi ch provided a 25of rice (about 50 pounds) and $5 fo r each family. One U.S. doll ar is worth about 3,900 Cambodian riel s, and Khoeun said the money will go fa r in Cambodia. For Khoeun, however, the tri p was al Cambodia in 1979, and arri ved in Ame tee n years later to the day, he returned. Eve n though hi s homeland has changed significantly, the memori es of what he left still affect him. " At least it helped them address their immediate needs," Khoeun sa id . " It was really emotional prior to goi ng home . I didn 't think I would be able to face it," Khoeun said. " I was so scared. The bad memories of the Khmer Rouge were really in my mind. I didn 't want to be reminded of the bad time . But also, I knew I needed to close that chapter in my mind." In some villages, children thronged around as the group passed out rice and money. Khoeun said the flooding devastated much of the country, and left many families struggling to survi ve. " It is one of the worst floods in 75 years. Sixteen out of 21 provinces in Cambodian were flooded, especially where rice patty fields are," Khoeun said. "The damage is so incredible, it's really terrible." While the atmosphere and the work in Cambodia have changed, it still holds for Khoeun many of the elements of home. Once settled in, he found many of the same comforts he knew more than 20 years ago. From Lowell Sun December 4, 2000 "I broke down when I was there," Khoeun said. "When I was there I was completely at home with the sights and the smell s and the rooster screaming at 3:30 in the morning." Khoeun wants to preserve the traditions and hi story of Cambodia. 13 �CMAA WOULD LIKE TO WISH EVERYONE A SUCCESSFUL NEW VEAR AND EXPRESS OUR APPRECIATION TO: ACTON CONGREGATIONAL CHURCH CHRIST UNITED CHURCH IN LOWELL WOMAN'S FELLOWSHIP OF THE CHURCH COUNTRY SIDE ELEMENTARY SCHOOL ANDWGBH For hosting a Christmas Party for Komar Day Care, Monorom Family Support Program and donating hundreds of gift such as clothes, toys, mittens, socks, and so on, to th e needed families whom are clients of the M onorom Family Support Program, ABEIESOL, ESP, Ko mar Day Care, YPP, and You th Program. Also, we would like to wish a Merry Christmas an Happy New Year and Thanks to all of the CMAA Funders. 14 �ISSUE #14 JANUARY 2001 CMAA'S KHMER LOWELL MAGAZINE u1in1 on1n: Cultivating and Flowering a Multi-racial Garden I _ _ _ _ _ _ _ _ _J The world contains multi-human societies. These societies are representations of the environment in which we live as well as the physical attributes that we posses, such as skin colors, facial features, our ethnicity, beliefs, cultures and social norms and values. The human race is one with great potentials to become a garden of many flowers. One can compare members of the human race to a garden . With our physical features, our complexion, our mother tongues, our value and belief system, we represent a garden of many flowers. This is what makes us unique and beautiful. If one only imagines a garden with only one type of flower, it would be dull. The fa scinati on lies, in this case, in our differences as peopl e and respecting those differences in ourselves wi ll bring us closer together because every flower is beautiful in its own way. fi~g .s. ct. trimrfll:lts1m ~tr:l runn~1!]mtutrniltLuiQ ~ri1n~1ttl rulrnl:l unmti~ rurn1Ql:l 2stm : HSQSHru , tUl~mrnms : Mil.Qi rumrnn~ : Si rulH.iHif:lji~tfun : ~8ajCU8 (Insulin) trlruunum tmtuu'imBJ oitill:l, ' ~ ru1m1~ Insulin ~(tu6Jru~il!lmtu trn l:lmti mnw1ii ~ rnntLULfil rutS aJ m,Dmw1u1m1rurJntimsl:lumn.itrnl:l mtitu, rn1rn ruti::l ruri1ii rum1tmti n ~rurn1HS Q StLULQru6JHn.iru~mm9 t8l : t8l :uum ril fi ruH81i'itHWl HSil n tri Stfil l:ltru ruHLmGgm ,' ~ q Recognizing the importance of our diversity lies within our acceptance of ourselves, the core of our cultu ral roots and being. However, beware of too much cultural pride and zealot act of superi ority over others. This is when human prejudice and racism begi n. Such fee lings will onl y destroy the beauty of our multi-racial garden. We do not want to infect our children with vi rus of intolerance, prej udice and hatred. How we are to each other, as adults will transmit to our children. To assure a better future for our children, we must help our chi ldren to truly see the beauty in themselves and in others. Diversity is a human asset that we can learn to effectively use to our human survival. ~ iti::l rutfi St fil l:ltCU rui'iiriG§ mtSl : ttHltM ll-Ql ru 6Jf:ll 8 tLm : ~lri t81tru nJill!]wHLGSHljri~GfiH tr)i'i rn:~l:l ruitruLUrul9 riiilt8lH ,ru, s l:l , ru, »Lmw1ii~x~ P.n.irn: tril:ltrii.JJi~ rurn1ou iimmati::l rutg6J ii m srn Hl 8 rul H:iliit~ H~ rufl 8i'it8lH8§ m tel ru~l 8 WlH:iliit~H, \, Th5G~~G~ ~-~-~-~-f t.,~HH?O~ mruiui:iiErutul1uH «Insulin-Dependent Diabetes Mellitus» LUU1 9t8: tLGS trimrflti trua 9rujd 9ti s tia 9ruJtLmHmf.11 GO~i ffi ilL'U9il:lLQru H :llt11Ull-QlruHnfl~sru11m~ insulinti::lruUUUBJ trll tli[Ji HIBJ ri.m1l:l, !fi'i,;5LUtli9t8: tril:lttlUJfmxmri insulin Sl:lf:ll 8 nLfi muumUllffilLUGi, t}SHit?O~ In Buddhist teaching, all lives are sacred and beautiful. The bugs and the insects have their roles in nature. The frogs and the toads are part of our unique diversity. All lives on our planet have things to teach us . They are part of our human garden, our human consciousness. We must cultivate love and compassion as well as insights and wisdom to build a peaceful place for all to exist in harmony, just the garden of many flowers brings beauty to our eyes. «Non insulin-Dependent Diabetes Mellitus» LUtli9 rn: tLGstri m rfl l:l trua 9ruj1tuci 11.m rJmtifl GOfl)t rfl l:ltm mtiL''i'i gil:lrn ru w1 tuw1'1trurutruas rtFtru ruol:l s mri i::l : nn rum1: tu'i tuti'.:l ru ii s ru 1 tJ W' u t I UtiDBJtlrun§ , tfi1mg~m~u6JSM1.tii'if:llSrl5 ri. g .s .ct. ? tllili'i ·{f i'iUJft 91\(urn rn 9Jt81rn ruri.mm 8 til ti nH.~l ll.m~ tu Qt LG 8 ~ G 3ll:ltLmms :..• tLruntri 9n ffnfism: t~ri • t8lHtljn tu'itutLGS ml:ltutiml:lt~ • Lrunol:l s Q8Smrutrfll:lol:ls • HrtJNllJil:l ~rit'JJ t9l :Utllili'iHi'iHStCTmH1Ntrlltu V • Hl8if:llrtlt81~LUrllUU~iJfi • ttJliLruail:l ' CII The way we learn to love and see others as part of ourselves include a Buddhist principal of being mindful to what is around us. Like other living beings, we are part of the natural rhythm, as wind, water and fire, with great potentials to be destructive, and at the same time, to be good, and to love, as if by nature, we are here to realize something wonderful, beyond war, violence and the incessant intolerance and hatred of our current world. Cultivating and flowering a multi-racial garden is detrimental to our survival , especially in our Lowell's community, where there is so much richness and beauty in our diversity, our talents and our cultural attributes and historical experiences. There's no room for hatred here! ,;;,, msfomsflsnJrnnHmHLmriiiir),!st9 ti::lrumuSM1trltrntims Ii. g .s. ct. QUri I tumnn-til'iLriflilHH1Hl 8Ut§i:i aji:i9lN9l:li:iliruf:lltii:it£Smf:l ~"U8tru3 (G\ll'G) @'trn-rtmmm) By Thysan Sam (rlliLrutiflmst1Jltum rtlruHltli:iL~tn9Jli-~u_.ii_irll_m_t_w_u_i:i_ru_._rM_An_>_ _ _ _ _ _ _ _ _ _ __ · 15 �McCABE FAY F NE R AL o ·- D I RECTORS • n:uwmn1 = FRANK McCABE 105 Moore St. Lowell, : A 01852 M 978.459.9222 O t{J u o 4 nnJ u tu 17 ru :, Q *'i - ..., ma tu 1n rui 1 ~ s· tsi 8 b fit§ b , t m B 8t, 9 nt ~ tl U tlJ: h1 t1 Y. tJ d1 N tJ i .. ti} ttH::J i~ tJJn1 ti b m J9OJ tfU g § l t g4 MJ ty1 fi mti Lt,- H 0i b 1i \@ ~ 0 n ~ B af ru, W i 0 9 i ru a w 8 h.f tl Y. en fj lJi u fit@ u g13 Bb t tJi1 LU t 0 nJ ~1 fi ru 8 0 Ct e l I V 0 ~ ru nn ult 3 t ij tanm .. . I u til u oMtl!;f fit fj ruto nm aun wnan0nr.:nn--1 0 tn 8 til U G ~ B t:1 t~ J tu t1 t fl1 tIJ ti CU 11 8 Bf J d tu 8 U fit ~ u ·· n ·1 · . nJ n tfj, ru n 0 ~~N nu tJ n a1t n tC. • Do 0b e.1-0, n 0 ·- 0 - wn Utin ruH tu a m- ft.Hl u ci rP~ tlfl.2, ru i u , u.,; 16 �ISSUE #14 JANUARY 2001 CMAA'S KHMER LOWELL MAGAZINE n~1~t{)~filfillH~tfjfi5 \;trlti.5 ~~-~,~ nHflfiHfo ~~ H ru t efJ am ~tG]. ¾1 ~ ~1 ru ~ mt((] fi i;a1 m1,n ~ a ni"'nJ7\! n1 ~ t:l1tH~~a i'1n51ms ~fiyl~~ ru'tf ~ mt::1~?n1~nf nu 'b 1,t51,yl ~mi Q. el filu Vi \5 fi l5 \; 1,'b] ~ nl ~l Ha'\;~ n5 't ~ a 1ut::1t:i ~rni~!'¾ruta.,.rum ~ffi ~ ~1u i;i ~ t)ji tf?'i arni ~1 mn5n5fit:l~mfi mn5 fflfiHrn m ta rum~rn am amm9 "1 -<> t ~i Q. a ri' t run Hn5 Hl fi H~1 ~1 ta ru u t 1,a1~ m n51 Ha' t ~ n5 rniQ~grna~t¾rurniarn: fiITT~fo1,n~1m:;!JHllilrun5nJl . _ f\5~li'tl'~n5Jtbl~imtrng ffiel~t¾ru (Lowell Adult Educ:iion Center) ~an5mfiHt~~(!Jt¾rute.fiat~:rnti!lruy1~ 9~ru'1~mrn:"1 ITT rui;it~ nn a1i;;il!Jo o on~ a mi rn: I CW ut~ Hrni au nl ~~ m n51,1t ru t::1 t ~nm n57 a ru' u a~~ tefi a rnH' ma~ Hrurn1: nJ ~~~:~ta ru1,n ~ a n5 nJl~ m~ ~a rn19 ~ rnn ~ t t::1~1 <r[mfr mHLJZtnAf7jf ,fJ' ft'J, Afrn: f~[f5r:hdzMmmmiftJl:1fl5[f}fiff:iFfJ{5fl5ff1Z[fi5Fi7if}friJi5fef}fif[}? ff5ITTZ ffiG7$j'~:?' ffJ7Wffi[fiu5f[f5f:Hfsj7y7e.f.5W77fS'ffjnj' t5 f W77: [M? wrl[w ff [5~ ! ri't !ITTi£J7°lJ rm:? "Im "I> i; ~1: i1 t::1 7 mL ~ u HmrnJ fit aruHti l'Hllil ru n5 fi'il nJ ~u H~ n5Jrn mfm ru.J \.7' t~i gm a~ t¾ ru ~ a n5ITT fiHt~ ~~ t¾ ru1,fi ¾t~ "1 tefi a 91 a i;i ~ 1,fi ¾ n5uirn{rui ~1 ti mm~ foa~1m~nm1~~rnaui' ~ mt~ Hj 1,ftfl¾ 1,til n:~nut(ti.597 el 'b~: "1 li~l t5 i;i mru ~el~¾ <;n5t; ~ ~fi ¾rn~rn:tm m rn1: ~ mefJ el97 a~ ~Lfi Hl,fi ¾ft fi~ mJmi til -;iJ ~ ITT aui' t~Ja ~ -;~ Hj it. m n51J ru~ ¾t ¾mi;i rn ni 1,uti1 ti~ U N 8 1 Him1rnama-;m: mm1,~~fjfillti5- --.3 ITT., §-~i., ~um:ma-;a~-;9 . ~~ui:hHnbl~mru ~~Hi1 \1~1] ~n5 ~~n5 "1 ru"! ~ el"1ru"1 m~ rn1:mm7a llillfitm rrrn: fi i;rnrnm~uan u~tefiaHm~fa~tl rniafoj 91aua9n5) m~rl~fi~m~ u w ft~fimarnirn:ITTelUn5el <;m ti5n5bl t~rn: <;tl}elffi~flj tft51'1aru J' n5 gi~ fi u:tm57:rnin amn ~~el ul <t1,m:ti1Fl rn mH tftj) ~fa~ fl~l!Jo~~t~~~a"1 1nm~rntfi@Jrltru rnitruth~:11!Jm~a 1 Cl' CV U (Public Assistance Programs- Welfare) \g;~<;~: I C,, rn15@~tirnij fitrntru n5HJfi\l,filmn5¾lt9> tUlti.5 fjf'frt:ff'ffl'frl'fp~ eri rrm flirt! miwg{d mIDni rt, (§Jforn rtJ AfRftfgfoien :i rfJrhhr~nm:trt1rdi "1 nJgi1imarn:rnirnJfi 1,fitarub\l fl1,~taru~ru~a~~mw~~f\jfljtftjj mat~~fl5fiJ1 9-iat~r;mmi;i: ~ <;~: <;ti_5 ati1<;~j tiln5 n5J till,fi <;Ul ti5fiffi~ntaru~ll5 l8 el fil go\ tal ti.5~7 ru mi fi el fil~ fl5 fiJffl n57H el <;fi n5rn: ft <;e{J el rurutmell,lifijfiJH~fflblcwruy1mrngMl¾mi;imn5f3n5Jtarumt~j c::9 CW d ml.lln5HJ~ ~el~li~el'bl,filmn5H~n5J fijfi mmrum <fitrutaH am:'i,lUfilelm~<;~:fi<;ITT trnn5ffifiHfaml't¾rute.fia'i,7U<;~mHfoau c.._. ~ n u~farn1at~fiffln5lH,ljmn5rn:m9<;91<;uim"1 mHfhirnru fhma .... ci .... I trnn5UlfiHi~t¾rut~:rn]fi <;Ulti59l5~tltma1,fi¾H~¾~t~~rnmn ~~t5~ti~tfiHntaru99ru'1~m~a I l,I ml :@l'yl ~ ttil fi i:fo.H~i fi a ~m :fil ru~ l87 muu ~ t5 i;i tgi fifi a1 cJ cw n Mil!Joom~:tITT"1 · cw U IJ~~~fi'1lbl5ifLltfot~Jn5~~.~fi~l,~fi<;JpittiJJ~ tui~m~~Ht;~r\H~JH tuimAH~ffi~litj,~~ ~~mmta~"1 ~<;rnUI?liJ~Filru rn: <;tl}elyl~m~~~r\anh9iunm fi~r\d\1a ~fjH~jH ~a ~fj~f\5 tuim m~mHU~m-;uarnu1,~n m~t~aru~~m.rli (<;runtruafot~~l,fi)"1 ~fijfifotrnrnrurn: ~fimffi]~te.fiamti~m~t~~~fifa~~tfrlm A~mru1nmarn1:~i <;~ffi~ Fil~~ \;tfl57~im tL~ ~Mi llill n5Hfi\Ul mtrnna~ a,lj fl5ruJ :t~ fi m1,aJ~ ffltft57H,ljmn5rn: m'1trn1,m9n5t~~~a-;iJn5~~~mm1~"1 cJmimarn: <;ITT<;~fitm: fiblfil'fifaHmamatm:yl~Hfi~f\5<;rnna ~ uu.... cw tU~H,lj<;~tft5"1 tmruflmte.fia~atrim~tl,lijl5i:hell,fimt9n5t~Jel~ <;ITT<;gjfi t1,m: ~ nrnrn1:mfi<;L~ ~fj~~mruH ~ UGUlte55 ataru i:hfl5n5JtU~ mn57mt9n5tm:i;~m"1 HJlel'b9Jfi 1,finJelfl5fiJl~Fil~ ~~~aLnnJelfl5fiJl~Filj n5Ul~~Him1nA@~y1~mr\i:huJltlHnm~n taruH1u<;~i:hl,fiyl~fif1lrutfi~fitm:mti~mfitn5Jfin5 n5r\9,1jtaa 1,n5firn:ema~ u bl 0~il tITTl!JoilrnHmm ti5 tui ti5 n59 fom~ U1ill7lil,fii:hi~n5<;rnl,~;Hlm1n (~aster Degree) rn:t9Jfi;el"1 ~fit~J¾tm:t~~~ ~tDtiB,S!J flm1,rni!fiITTfi~ frJ!MfJf~m'lJrtW rd::5mr;mrrqrrrflt:hrniffff[firl!1: rff!Jif:5fJW11~~'3!fJf'frirrmrrJ fl~,f.;!1WmrrJrl!1:mr;r!j(§Jrt:rf}flf5fi1~rmmwmifnm'Vrdmm uh~emmrm:1... H~~:y1~-;mrum 1,fit~~H~~¾~~uLfiHim1rnarn m~ru~~tD~ ffi~ti51,fiffim1rna1m t1,m:m~~~n5~n5~m~ma1,fit~~ "1ru"1~el n5lmn5ua<;ITT te.fiatarumtmrunt~n~1~fl5fiJliiltft57H,lj<;~n5\~ tftjffifiHt~j~t¾rurn: flm~rlrnJtma'tl':HmITTtrun5H~fflblmn5 ~~tarumi;rua~~aHiunim m'1~m~m~HifJ~tl~mm1,aJ~ ~a u~aruua-y~tffiatarum~gn~~u,ljt1,nutiqir\~¾~tllil:1rrit~nm tft57H,lj<;~ n5'b~: <;trl ti5~ fil,ylfia "11 "1ru"1 Hrit~:@~m~n5<;9 tfiA@~mu;~ta~"1 -;1,m:m ~fi}fifotrnnt~a ~:m~1,fim~Him1rna~g;fa~Atmrn ~~nmmatm:H~m~~~nj~ Lfi~mHitJ~n5~mtft57H,ljt~n5ta~"1 -;{fa,1jy1~~~n5~L~HLfi¾~fiLy1na fimrutfil,~tm: m ~ta HFlrnn fitFifii:htrn1,~nH ,lj <;~ n5ttf~a "1 ti~ 17 �HU8 ':JG t8Ufifl !jil:JOO':J The Future Looks Bright! • For 17 consecutive year.;, UPS has h«A ~tcd · ~America Most Admired'' m.-11, polCkage~ aod freight dcli,,·cry rompl\ny by FonWIC maguinc. • For the thtrd c<mSCCUtivc year, Fortun.I: magazlne · named urs 1hc "World~ Most Adniittd mail, package, and freight d livery company.'·. The magazine al<;-0 plattd UPS 011 lts top 25 "Al1;$tars" list for "exemplifying leadrrslttp <,n a global pie." . • Forbes magazine named UPS "Company of the' Year" in 2000. • The Nation.it Small Shipm.cnl5 Tr1ffic Con~rtJ1<:c {NASSTRAC) named lll'S the "2000 Carrier of the Yi::ir" in the parccVcxpcdited category: • The Totitl Re-search COTpotation riatned · rs nutn• . her six among th · ~Top 10 Drands of the Nineties." ; 'ij, ~ I Steady, Part-Time Jobs with ... • • • • • • Medical, Dental & life Insurance Flexible Schedules Weekends & Holidays off Paid Vacations Attractive Bonus Program And Many More Benefits! Students, Get up to $23,000* in College Assistance • Bu lncss Wt'.t:k. magazine named UPS to its "Web mart 50" list, which honors the .5Q best cQmi,;t11le · who use the internet to funl1et their Sltatcg\ IDOYCS , • Gl~bal fimmn· 111ag.uioe sckctcd P ;\S lht Best Global (-0mpany in lhc Logistics sector in its - 000 2 "Be.-.1 Companie " list. · named • T'1c MIT lo-.1.n School of Management UPS wirm ·r of its " licks &: fort.1r'' award, ciling UP a~ "th compimy tlr.11 bad m.1de the gre:alebt ad ;rnccmcnt in imcgrating both physical and onlinc. business practices. The UPS EARN & • UP re«ivcd the 100 Bl.ick Men of Americas orporalion of the Yrar award in 2000. LEARN • UPS was ranked number 15 in Money magazines list of top 50 companies with tbe best employee hrnd'its package. Program • UPS Earn & Learn program guidelines apply • Fot the second cortsecut1vt yi.',at, Fortune na.n'led UPS oncrnC the "50 Best Companies for Mill<)fitl~.'' Simply Call Us Today at 1-877-UPS•HIRE or Se Habla Espanol, Llame: (978) 441-3629 www.upsjobs.com Equal Opportunity Employer 18 �ISSUE #14 JANUARY 2001 CMAA'S KHMER LOWELL MAGAZINE .. ~ ,fc~~ 1 1 -~ •• • ~~-Jl~W ··--.· , ~ ~...,it ~~ l i ~ ~ ~ ~.,f8,ii'I~ swsjttt•inefeutJsm,11-i11e1ialss1 Mtfl tit:ff~1ttulHfl 8tUMUtt13J Bm Clflff~ tU Mcil Clfl tnrn.n: un urn nij nlu 1 n ntantiiruimsu tuiurutttlJ010itnru n1n ayl3 illMT:ft!JT:f 813 tn'n [lJlO n1n~ cir 813 lgtcefs , n![?ocJ,y1unn1u11n51tro . X l'il f\JlHri lff f\JftH:Jff Ub U X l'il f\JlHri tn f\Jftl Yff Uf\J 951 X l'il f\JlHri lff f\Jftl YftUHl 5 .. I I X l'ilf\JlHHtnf\JftlYffUC)!lU X 5b l'il f\JlHHlff f\JftlYftUC\Jllf\Jf I ., 0 .. c:il , , nttjtlt:n GfiWlft! f\]ffffttl}nl r;J m GJ Mn GI trutli Of ruq:tny,:tl1tfl tln rulg "1 1 tUtillln-uno~tci1unnm0uf~grnJnt8l~ ~T:fffttfim : - T:fMfiJtfltit:ff~rforuml3t81gfmntii8 till3~eHl (165 Jackson St, Lowell, MA) !I II - ~UMC!f-trlt{llfra (&rir.f)eJrlet-rim~ri !I af-fflB eJrlet-rim~& 19 �T he Khm e r Rouge mainta i ne d co ntrol by mass publi c to rture , exec uti o n s, a nd di s mantl ing the social order o f Ca mbodi a. Men, wo men, and c h i l d r en we re sent to labor ca mps and fo rced to do strenu ous work. Famine and disease beca me epidem ic whi le medi cine and medi cal care were non-ex istent. A Capital Campaign T he Southeast Asian Fami ly & You th Center ij ti:".J ruH S ni ~~ G\5~$ ~ e ~ij 1SG-. U,:., .;:i ill) €it~ T he Ca mb odi an Mu tual Ass istance A ssoc iati on (C M AA) o f G reater Lowe ll, Inc. is in the midst of conducting a capital campaign to ra ise $ 1.5 milli on to support the ph ys ical development of the Southeast Asian Famil y and Youth Center, sc hedul ed fo r completion by June 200 1. When co mpl eted, the center will be able to serve as ma ny as 5,000 indi viduals and fa mi ly me mbers a year th rough its vari ous social, educati onal, cultu ral, and recreati onal ac ti viti es. T he proposed Southeast As ian Famil y and Youth Center will be located on th e seco nd and third fl oors in the for mer Couri er Corporati on building at 165 Jackson Street in Lowell. The Couri er Corporati on ge nerously donated its form er headqu arters buil ding, with over 90,000 squ are feet of fl oor space and worth approx imately one mi llion doll ars, to the CMAA in August 1997. The center will be occupying about 20,000 squ are feet in the unu sabl e space of the Mills building. Therefore, the mu ch needed work will go into an infras tructure improvement and constructi on of a new service core th at will include a passenge r elevator, stairway, lobby, entra nce, new roof as well as o ffi ce space and a perfo rm ance stage fo r tradit ional dance rehea rsal, a ft ersc hool youth program acti vi ties and for com munity social and cultural ga therings. When the Khmer Rouge regime was overth row n in early 1979, thousands of Cambodians fl ed on foot to refugee camps on the Thai border, where they waited for up to twelve years to be resettl ed in a third country. Upon arri ving in the United States in late 1979 and earl y I 980's, either alone or in decimated fam ilies, the Cambod ian refugees were generall y resett led in economi cally di sadvantaged inner city areas such as Lowell's Acre and Hi ghl and neighborhoods. Negotiating th eir way amidst gangs, drugs, urban violence, inadequ ate housing, and poor sc hools, many felt they had been tra nsported from one war zone to anoth er. The Fami ly and Youth Ce nter project has bee n and wi ll be involving many yout h, fami lies, volunteers, C MAA's staff and board me mbers, elected offic ials, governmental offici als and representat ives from various fund ing agencies and foundations who are co mmi tted to working together over a peri od of 18 months to make plans, carry out those pl ans to raise enough fu nding, and to complete their ideal Center fo r the Southeast Asian Am erican commu nity in the G reater Lowell. Moreover, these refugees were among the least prepared to adapt to such an environment. Not onl y were they suffering from post-traum atic stress di sorder and physical ailments whi ch res ulted fro m their ordeal, bu t they tended to be from ru ral backgrounds, with little or no edu cat ion, fre quentl y illiterate even in th eir ow n language. The Famil y and Youth Center wi ll empower the Sout heast Asian youth , young parents, parents, ado lescents with development di sabi lities, and the elders to buil d positive self- esteem, learn a new language and vocational skill s th at would lead them to ac hi eve self- suffi ciency in thei r newl y adopted country-A merica. In addi tion, the ce nter wi ll be a pivotal point in helping to fos ter and strengthen good relati onships, fi ll the intergenera ti onal ga p between fa mi ly members and build a strong and healthy co mmun ity. These challenges co ntin ue to affec t the Cambodian Ameri ca n co mmunity today. According to the U. S. 1990 Census: 26% o f Ca mb odian fa mili es in Lowell are headed by a single mother. The average size of a Cambodian fa mily is 5.03 persons. Onl y 46% of Cambodi an men and 22.6% of Cambodi an wo men over the age of 25 have completed high school. The average per capital inco me for Ca mbodi an popu lati on is $6,250 , and 49 % of Cambodian fami li es live below the establi shed poverty level, constituting the second most eco no mic all y d isad van taged Statement of Needs for Lowell 's Cambodian- Ameri can Community Asian Ameri can group. Lowell has the second largest Ca mbodi an popul ati on in the United States, numbering 30 ,000 . The largest Cam bodian community is in Long Beach, Cali forni a, with an estimated number o f 60 ,000. Many of the Cambodian residents of Lowell are re fu gees who fl ed from war-torn Cambodia and now li ve in poverty in the United States. Ca mbod ians came to Lowell to bu ild a new li fe . Despite their social and lingui stic isolati on, many were able to fi nd work in Greater Lowell's fac tories. Factory work was ideal, as it required onl y techni cal ability or manu al labor: fl uency in Engli sh mi ght not be necessary. Cambodi ans got togeth er and built two te mples - one located in North Chelmsford and one on Ca mbridge Street in Lowell. In 1984, the Cambodi an community leaders ca me together to establish the Cambodian Mutu al Assistance Assoc iati on of Greater Lowell , Inc., whose mission is to assist Ca mbodi ans and Southeast Asians to achi eve self-suffi cie ncy in their newly adopted co untry-America, whil e at the same time tryin g to promote and preserve their nati ve cultural heritage. In April 1975, the Maoist communist Khmer Rouge regime led by Pol Pot, e vac uated the cities and syste mati cally kill ed over two milli on people-a quarter of the popul ati on--es peci ally targeting the wealthy, educated, or profess ional people . Doctors, nurses, clergy, teachers, business owners, arti sans, city dwellers and even those who wore glasses were singled out for execution since they were seen as bourgeois or contaminated with Western influence. Prog rams and Serv ices to be housed in the proposed Southeast Asian Family and Youth Center 20 �ISSUE #14 JANUARY 2001 § CMAA'S KHMER LOWELL MAGAZINE 2. The Mo norom Family Support Services Program provides comprehe nsive se rvi ces to famili es that have c hildre n with development al disabilities. The program name came fro m the Khmer wo rd " Mono rom" which means "peace or ha rmony", which re flects the program 's origins as a respite care servi ces. Services availab le include C ase manageme nt , translation, and transportatio n to assist fa milies in access ing other services providers, c risis inte rve nti o n, coun se ling services, special educati on and advocacy ; parent support group to assist pa re nt s of di sabled c hildre n in copin g with the unique stresses and di fli c ulties of caring for c hildren w ith special needs; American sig n lan g uage classes fo r those whose principal language is Khme r; a nd soc ial a nd recreati onal programs fo r disabled c hildre n, including traditional Cambodian da nce tro upe w hi ch integrates di sabled and no n-disabled c hildre n. 3. 4. 5. § Youth Serv ices Program offers a safe and supporti ve e nvironment and an alternati ve to gang invo lvement fo r the " at-ri sk" and ga nginvolved yo uth between the ages of 1022. Program acti vities include peer leadership develo pment, Khmer language instructi on, Cambodian traditi onal dances, mu sic and arts classes; empl oy me nt tra ining and placement, health educati on and trainin g; compu ter trainin g, and ho mework club; sport s and recreati onal acti viti es, summer ca mp. The you th have been involved in num erous activiti es including an a nnu al Wate r Festiva l, Khm er New Yea r, Lowell Folk Festi va l, and oth er special eve nts thro ug ho ut the year. Over 400 youth are enro lled in thi s program. § Key Personnel The C MAA will use outside consultants for th e capital campaig n, fund rai sing, legal services, building devel opment, architectural designs, engineering, and constructi on of the fa mily and youth center. In add itio n, CMAA will put into good use its ow n manage ment tea m that co nsists of an execu ti ve director, Mr. Samkhann C. Kh oeun, who brings a hi story of successful admini stration o f community organization to C MAA ; a fiscal manage r, Mr. Thirith Hut, who holds an accounting degree from Nort heastern University; a development director, Mr. Joseph Sexto n, who is a grad uate of the Uni versity of Massachu setts at Lowell and Suffolk University Law School ; plus staff members from the CMAA's Youth Services, th e Mo noro m Family Support Serv ices, the Elderly Outreach Program, the Young Parents Program and also the youth , clients and its dedicated volunteers. Also, the CMAA's board of directors , w ho re present a broad variety of professions, will bring an important array of expe ri ence and training to the CMAA's policy- makin g, leadership body, and community relati ons and connections. Young Pare nts Program aims al red ucing welfare depende ncy among young parents, ages 14 - 2 1. w ho have not ac hieved a hi gh sc hool diplo ma or its eq ui valent. YPP espo uses a mode l o f e mpl oyabil ity developme nt to success full y prepare an indi vidual to obtai n a job as quickly as poss ible in the primary labor market. C M A A's YPP atte nds to the who le person, recogni zing that basic educatio nal and j ob specifi c skill s are import ant lo youn g parents in the acq uisiti on o f a nd advance me nt in the work e nviro nme nt. More tha n 50 young pare nts have been e nrolled in th is program . § The Elde rl y Outreac h & Ass istance o ffers o lde r Cambodi a n Ame ricans transportatio n. fam il y and psychological suppo rt , tra nslat ion, hos pital visit , citi zenship educati on, case ma nagement. health education , e mergency assistance, c ri sis inte rve ntio n. cultural and reli gio us activities, exercise and recreat ional acti vities. Traditio nall y, elders are pa rt o f the ex tended fami ly, whic h provides fo r their need s. As a result of the war, the Killing Fields unde r the Maoist communist regime , the re fu gee episode, di sruption a nd dislocatio n o f fa milies that accompanied the m, ma ny elderl y Cambodian re fu gees do not ha ve survivin g c hild re n, or may have been unable to locate and re unit e w ith their surviving childre n or re lati ves. In Lowell , Cambodian senio r citi zens are o ft e n isolated . They o ft e n do not speak E ngli sh. They have limited access to social se rvices because o f la ng uage and c ultural barriers . Ki ck-Off for Capital Campaign Thus far, the CMAA's Youth Services Progra m has raised about $25,000 in gross inco me from the "Children of War and Theatre Pl ay", held on March 4, 2000 and whi ch featured Ms. Yolanda King, the daughter of th e civi c ri ght leader Martin Luther King, Jr. The event was the CMAA's kick-off and was made possible by the ge nerous contributi on of the Ri ver Arts Re pert ory and the C hildren of War organi zati on. The play brought several hundreds of people to Lowell Memorial Auditorium to support the capital ca mpaig n initi ati ve of the youth and fa mil y members. Objec ti ves, Goal s & Meas ureme nt s I. To construct a service core that includes a fire rate stair, an ADA compliant e leva to r, lobbi es , wheelchair lift/ramp , and an entranceway at a point 432 feet from the East end of the building at 165 Jackson St. To renovate and obtain occupancy permits for approximately 20,000 square feet of second and third noor space for use as the Southeast Asi an Family and Youth Center th at include pe rfo rmance stage and multifunction fac ilities. To serve 500 at-ri sk youth, 250 c hildren/adolesce nts with development disabilities and their familie s, and 350 elders in the Southeast Asi an Family and Youth Center. To provide multi-functio n faci lities to the Southeast Asian community in Greater Lowell at an affordable cost serving up to 7,500 people a year. At least 75 % of the persons served in the Southeast Asi an Family and Youth Center will be low-inco me fa mili es. To conduct a capital campaign wi th a goa l of raising $2.5 milli o n to support to ward development of the Southeast As ian Family and Youth Center at the C MA A's headqu arter building o n 165 Jackson St. Proposed Second floor plan : Youth Center 'lfPP C (-,','Y'"~ M 21 �~ iirl!lrunjarunrumniiB~~~iiru Innovative Smoking Intervention If you are i~terested bJ supportlag 'tbo fruJ.~ the development of the ·southeast Asian Pa!fJi/y Center, you can send donations to: irFn :f-iHih: tw,J ilfjl1thmm 1 Ll j qJtf1i:i ¾ l L!.r w~mrn1n r:iijr.v,n CMAA's Capital Campaign C/o Southeast Asian Family & Youth qr enter ' -' ,. . 165 Jackson Street· Lowell MA 018S2 . ·· .. w fi f.Mti ruA 2wrifil1tein: ml rmiltf m:l?i1 riim ru ,1miri 2 tw,J wfil1tLD 2w1tiimm:ii mm 2u (] El tr!il t.i.Hmilml?i1m 2tm:i:i'HJ1iltHtd rnmfirnfiwf,i lhun :u'1rit2twjil Jtl a'f12w N[jll!JHE: d fi tl t~Hf f!Jti rrmtw,J ilfjl1 '1 (1i ntii:, rim 2Ut~ CtJHmrigtiu;rnn mu'tI1Aflttn mmnrn <~"~> ~lllct-o~~ct. . mrnua tio~ Yes, I want to reserve advertising space(s) in the Khmer Lowell Magazine. I would like my advertisement to be ... Size Price Our Ad is : Back Cover $ 250.00 _ _ a camera-ready copy Inside Back Cover $ 175.00 _ _ an enclosed typed copy I understand that a Inside Front Cover $ 150.00 camera-ready copy will be translated and Full Page $100.00 designed for an additional cost of $75.00 Half Page $ 75.00 _ _ not ready y et, but will b e sent by _ _ __ Quarter Page $ 50.00 (date) Business Card $ 30.00 TOTA L PAYMENT ENCLOSED : S _ _ _x __ quarter (s) = Business/ Org. : - - - - - - - - - - - - Contact Person : Please make checks payable to : Cambodian Mutual Assis tance Association ATTN: Khmer Lowell Magazine 165 Jackson Street, Lowell , MA o I 852 Address : - - - - - - - - - - - - City : - - - - - - - - - - - - State/Zip : _ _ _ _ _ _ _ _ _ __ Phone : (_ _)_ _ _ _ _ _ _ _ __ Tel: (978) 454-4286 22 Fax : (978) 454- 1806 �ISSUE #14 JANUARY 2001 CMAA'S KHMER LOWELL MAGAZINE · r f 01' 1ea 0 U J.' e l{ ea (1111 g 3 nsummmas!!! u -.. ., mrun 1u-1il mtum BL~tiit:ii tutrrim.gi: Ai uJu:n flHiLru tuuutnililtm Hi~l'il!,tutf-1 rutmtn1u1 §mil !iJtiru, Qiiil N[il B ruamn :mml:h tu 9~ r;u1tcl6mf.l ruj 1u-n:mrifi~ryfon~2fi~y1film 919~ rutum1:1tnmi:::n ruuntuit!jbmn.imrirn1ilL~Nt§i '1 tllSHqruJfiimri w1Uilt~ yst~8ilgl'1 Uilt~w1l;jriffi yst~r:i1tifiH1SLmu ruHJ~ '1 t~,i;ltu~t]~t!jfiumsngsint~lL[ilUQ S u~sm1rn1~ff m,s~ ~ t~ ll: mn, ustG rn1: N[il san,iu siluiluu rurnfrun~: ~nmNN, uilm 8lliltuL[ilUmHLCltiG1 «HSUTlSHlin'.jrn » tun :£Sfi1tifiLN aswdn'.j~u cirni ry tLNila s1~1foum1 ~ 1rum, yst~tm: ,iiif 9ruJfi~ruUJiruSiltfo NL[iltitm'lmG1 a siirnt mfl ru1m: tUH s ilil fiJtBrutnma 2~ ri'.i.ifo1t.iiilt9'1 H '4 p; 1J 1J I u p; -4 I .;..f Hb r.Jm B~Bfftitr)fitlliJl:milLGU njnm run~mm:mil~ ruun truiln1rn t~tmrirn: mrit8!: ~uw1r.J~rimitf-l ru~ilt'1JjnEiil ruri~~ililfiH~!, mu LGUH1 BGii'it;:! tut\!l'it9jti ti milmB.Gii'i ~ Gt!JilU-! ru ttn tu~ ruuntruil «HSLNtiirsrn Uilrn1fi1i;!tu~~:'»' ~ UilNU1Ht91 '1 ~ :tJ1ifitmms1~tS1: uurumrummrnmrn1, r:Jrumtrunrui:it31Hi'i usntui'iGtS :muatu amrn ,!ufitQriHn.i £1rinium§1 tm :r:11risilntSJil tt.iitutmmruniun tm:rn1, uiltm :asilil rn1tuas[ilstuimtmrar:1tm: nswmri 2Eims Aiummtm: mrutn run2truurn1, ustw7nr:1totnfruilri'.irn1tm: rnimd rnnsi rn1tr:J rurnt~1 ~ ms1w1 fi rn1 :UHl'i ri'i, ~.~ um tufii'itSJil ~1ri mri tuitutmrutm, uiltwmmri'iiJm1 N(IJ1Jrn.Hnrumnn tuitutruurn1 q 11 I p;.:,.i. -4 H ~ ...._,u q H ...._, n H I 1 ttntmmn.i fi1ntrurunmilm :turi.iG£!uHfil:i~rujfln1GU[ilBij '1 trhtu U Lfi MimilLi'iitntuIT] Bf1t1Jf-iHl:l1il~ :t~i:ijtru ilttn1:1tm: milLGUttiilttim m ti;1tru ilttn1:1t mma,iJl 1~ '4 ml~truii"l!, tu m-tir'i~~tul[l tut~Hjtum 91truilttnHmtrnt!)d -iflH! ~~tu! 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American people always celebrate Thanksgiving on November 23 rd to remember their ancestors and the Pilgrims who came to America for their freedom . We, Cambodian refugees and immigrants, celebrate Thanksg iving to remember our walking of life and reflecting our past experi ences. We, the survivors of the communi st regime, had continued our li ves through hardships to find freedom for our fa mili es. From 1975 to the late l 990's, many Cambodians escaped from our country to America under desperate conditions. Along the way of escaping, b a ndit s, landmin es, c ru e l seas, starvations, and sicknesses killed many ofus. Fortunately, many of us arrived at the United States safely. In thi s new country, we have freedom and more possibilities for our li ves th an in our nati ve country. But we are still disturbed by emotiona l and psychologi0 l confli cts. However, we are stil l thankful that we are ali ve . ca Therefore, we ce lebrate Thanksgiving to honor our past experiences so that we can keep our hope to bui ld up our bri ght future. At the event, our Monorom , Elderl y, Youth, BASI CS cli e nt s and many of th e C MAA staffs came to celebra te the CA MBODIAN THANKSG I V IN G w ith joy an d g rea t courage. We strongly believe that we will have better li ves by next year and many yea rs to come, for we have been through a lot of diffi culti es in the past and we are doing great . We would like to express our gratitude to St. Memorial Medical Center and Food Bank that donated food for Cambodian Thanksgiving dinner. Also we really appreciate El iot Chu rch for letting us use their ovens, and thanks to the CMAA' s staffs and our friend s from different agencies who helped us in this event. There were about 150 people, ranging from children to elderly, showed up in the late afternoon, and most of us felt very enthusiastic. We fee l very grateful that all of us could work together to make this Thanksgiving celebration happen. So, we hope to see more people in the community come to celebrate this Thanksgiving wit h us agai n next year. We all believe that every individual is equally important. Therefore, the more numbers of people show up, the more fun and more peace we have. By Janice J. Pokorski My very first visit to Cambodia was a trip of a lifetime! My journey began in Siem Reap, which was very beautiful and relaxing. I visited children 's orphanages, hospital s, art centers, restaurants and I rode moto 's everywhere. I met a moto driver named Pha that I helped understand how to read a map of Siem Reap. It took a few minutes and we were off into the countryside. I asked him to take me to hi s fami ly's home, which took twenty minutes from the center of town . His family invited me in fo r a visit, they we re so nice and happy to see me. They had no electricity, no furniture, had a few pieces of clothing, they cooked on an open fire in front of the house, they had one pig, one cow and the children didn't go to school. The only source of income was from Pha 's moto dri vi ng job. Pha tell s me that he dri ves into the center everyday and looks for touri sts to drive around. He spoke enqugh Engli sh to convince me he could take me where I wanted to go. Pha helped me the entire time I was there. On one of our moto drives, we were being approached by a Hugh elephant, dri ven by a vill ager. Thi s villager had a great sense of humor I quickly noticed. I was standing in the middl e of the road trying to get a photo and I noticed the vill ager was making the really big elephant chase me down. I ran the fastest that I have ever ran in my life into a group of peopl e who were laughing really hard at the whole scene. I grabbed onto two peopl e and we all laughed for quite some time. You just don 't have that kind of fun in Lowell. It seemed like such a short time in Siem Reap and in no time we were on the fast boat traveling on the Toni e Sap goi ng to Phnom Penh . This ri ver was very swoll en from the recent flooding and it was so big. Most of the time that was all you could see was water. As we were approaching land you could see so many huts, people in boats fi shing and the tree and mountain range we re unbeli evably beautiful. Every mil e we traveled there was someth ing differe nt to see. As we app roached the shore at Phnom Penh there were hundreds of people, mostly moto drivers and transportation services asking us if we need rides. We did have some of our crew meeting us there but I decided to take a moto. It's quicker and you see more street life. On our route to our hotel the streets were so crowded with travelers. The city was so busy with markets, food vendors, school children and workers of all sorts. We got to our hotel and everyone was so tired we called it a day. There is so much adventure to tell you about, please check the next issue of Khmer Lowell fo r the next chapter. ------ By Thysan Sam On November 21 , the Monorom Progra m, Elderl y, Youth and BAS ICS Program organized a Cambodi an Thanksgiving din- 26 �CMAA'S KHMER LOWELL MAGAZINE ISSUE #14 JANUARY 2001 WALSH &CO. ACCOUNTANTS AND CONSULTANTS Auditors and Advisors to Nonprofit Organizations ONE ELM SQUARE; ANDOVER, MA 01810 978-474-4667 781-729-7067 (FAX) 978-474-4343 Coming Again Soon 2001 Khmet New Yeat Festival "A Celebration of Khmer Arts, Dance, and Music Ill A New Millennium" Sclturcl<ly, April 14, 2001 clt Tsongcls Arencl 2:00 PM - 11:00 PM 27 �01 teitru'lii-S.fii g N mthmyruf1mnITTl1lflt:ignu1giattfitmni::ti~ati~ruethnnMtntiHRomuQjilruurn? mrutnfifi1fltJflt:i1firnttfir,quwtnttH9mUQjtlru!l? tnflffltlltmUiiu~G~ !l? tilat«rut91run.JJIIDUUUUl:m «fjl9/ mru» tm:mJ?i£DM£DRtgnu1fjrnrn;~LUttnrumruntitru1ti-ijnttnlli ttmrurnruu~timnnnuja ijfi)lllijH9l,Uifiiifoov,ruw~trtnfhfjfiUrutnci'~trlrurhrut;ij1Utn~nmmfiRL~tm; 1mrnru1mngruum~m1~'1 ny1rha:~ruQmru'Y,rumimm1uu ttfiruQRLfi1rtfattGR~il'1 fiindrintnsui~a (IJtHnrioumw ny]u HU ~iriru~8~HUfiltlli3 (G{£l!G) G{tlfo-1:J~t'.lG !1 BE;rnadett Riv,?ra matru3 (G{tld) ~tto-h~G{fl !-lffluf:JftffitiOU ffiflli'lllilli Coalition for a Better Acre (CSA) trirutn8UlWttHfl8 . 450 Merrimack Street, Lowell MA 01852. .. Environmental Justice on Brownfield Sites Training Program (Environmental J.O.B.S Program) ARE YOU Interested in a career in the environmental field and in clean-up of the Lowell community? A minority member of the Lowell Community? Unemployed oflow-wage worker? At least 18 Years of age? If the answer to all these questions is YES, then the Environmental J .O.B.S training might be for you. Upon completion of the training, participants have STATE and FEDERAL licenses that employers look for when hiring new employees. The program offers the opportunity for high employment rate with competitive wages. pplications for this program are currently being accepted. If you want more information, please contac Kleung Ros at (978) 970-21!i8, or Bernadette Rivera at (978) 970-2195, or stop by our office . ··,, Coalition For A Better Acre (CBA) 450 Merrimack St., Lowell. MA 28 �ISSUE #14 JANUARY 2001 CMAA'S KHMER LOWELL MAGAZINE Good-Byes We would like to give best wishes to Pov Ye, Vincent Un, Bora Yi , Terry Troutt, and Sam Sok who has left CMAA to persue other opportunities and education. We will mi ss all of you! CMAA would like to welcome the following staff on board: Van Chey Van worked as Co-Therapist for Family Continually Program (FCP) a collaboration with DSS. As of December 2000, Van is our new Coordinator for the Citizen Assistance Program (CAP). She will be handling all aspect of Citizenship/ INS cases. Thank You We would like to take this opportunity to thank Lianne Lemonte, or as the children call her "Grammy Lianne". She is a Foster Grandparent from Community Teamwork Inc. She volunteers Monday - Friday 8 a.m. to 12 noon down sta ir in our Komar Daycare Center. All the children love her very much. Janice Pokorski After two years of devoting her time and effort as a volunteer, Janice decided to join CMAA as the new Director of Skill Training in the Community Service Employment Program. She will be the director as well as Soldering Instructor. Janice have immeasurable amount of resources and connection in the field of electronics/technical manufacturing. With her background and enthusiasms and willingness to help others, CSE, and CMAA are very fortunate to have her. CMAA, with Janice's help will be the destination organization for employment, job training, and placement for Cambodian community and other minorities. Congratulations Congratulations to Danny who received an early Christmas gift from his wife. She gave a birth to their healthy baby boy named Darrin Phannarith Div on Dec. 23 , 2000. Young Parent Program By Judith Dickerman-Nelson The Cambodian Mutual Assistance Association's young parent program is an alternative education program for young parents ages fourteen to twenty-one. Our program is for parents who have dropped out of school and still want to continue their education. We offer GED education, Pre-GE D, EOSL, life skills and job skills. Often a young parent has problems that the average middle school or high school student hasn't encountered. We offer a program that addresses and understands their problems. All of the students in our class are young parents, and they understand the unique difficulties of the young parent-student. Besides our education component, we also focus on parenting. Here, the students feel comfortable to discuss what it is like to have an infant or young toddler. We help each other explore issues surrounding health, nutrition, discipline etc. The primary goal of our program is self-sufficiency; we want the young parents to be able to care for their children and themselves. Often, after the students receive their GED, they go on to further education through a skills training class or college. Most students then go on to a full-time job. Our classroom boasts a di verse student body, and we learn from each other about our backgrounds and culture. During the past few months we have had many visitors to our classroom. We had health educator address the students about the health risks of tobacco use to themselves and their children. We even had a student begin the process of quitting smoking as a result of that presentation. We have support groups twice a week that are facilitated by Alternative House and Rape Crisis Center. In these groups, they focus on issues of safety and self-esteem. We had guest speakers from Lowell Community Health who discussed drug and alcohol abuse. And recently, we had a career specialist from Umass Lowell come in to talk with the students. We feel that it is important to provide the students with a variety of activities to keep them involved in their class. Everyone here at the Cambodian Mutual Assistance Association has the young parents' best interests in their hearts . We always wish them well. May their educations take them far. Holy Khut As of November, Holy became the Network Administrative for CMAA. Holy not only kept our computer running accordingly but kept us in tune with today 's technology. Such as the latest email network system, Internet, and many new software. Welcome aboard! Pitou Phat Before accepting a position as the Youth Outreach Specialist at CMAA, Pito had worked in many setting which were related to children and youth. He also worked as a camp counselor for the Future Star Camp, which was funded by Red Auerback Foundation and the City of Lowell. CMAA welcome his energy and commitment with youth and families . Voeun Mao We would like to congratulation Voeun on the birth of her new baby girl Maia, who was born on July 6, 2000. Voeun worked as an intern for the CSE program, but as of October Voeun officially became a full time staff as Job counselor/ Caseworker for CSE. Judith Dickerman-Nelson We would also like to welcome back Judith to CMAA as the Director for Young Parent Program (YPP). With two hours commutes from Maine, Judith still made it here on time everyday. Judith, with her experience in dealing with young parents, will continue to provide support services and amongst. Catherine M.-Leow Catherine became a teacher in Young Parent Program since October 2000. Catherine is having a wonderful time educating and counseling young mothers to obtain their GED and higher learning . 29 �mnn~: i1umni ciurm u -I "' .......... .... ~mii~n truS1in asw1mni qJQ~G ~'11Q~G 97UQ?,W in~~ '11 LTiifltLm: 6JffiS 2u '1 U~GH~'11j tm :w)t~tu rn'11!JL'i1 3t~rm rti~aj asrums £8 '1 rutiuti m:fo1 11titnM1s tnLtitiLtil n.n ~~ ruLm s rihu tLUjutSamii ~:tLmHtru 9i'iQS ffiS'119t~ rhs1in asmas ffiS3H'1 .., trnu§ /'.isri1 rrnritit1s ii C1JtLUHf3 tij_ti"-!9LMtu HS Hflt'11tn UU~'11tti tU:r:JhflTI tnmmra: L0tru:~1ti fi'11filH LTifi1riLfiiTI ~GHLBTI ttfi1 '11§i:I tfitruui"1i1:1 fMiH§n 1111fi '1 1imfib3Jru iH'j'11lli ~l S1tJpr!n tit~'11mnr '11U1:m:i mstim1 t_J fiSMH1SJ tMtims tihstit!} clsti~ Hmmru mtiri1tuti'1 IQ From the Editor-in-Chief The 2000's have passed very quickly, leaving us with many memories, both good and bad. It was a year that started with a scary moment: most of us worried about bad things that could happen since it was the first day of the new millennium. It was a year in history when the presidential elections faced a crisis like never before. Fortunately, nothing bad happened as we thought. Instead, it ended up with a good economy providing many opportunities to families , communities and the nation as a whole. p,, IJ Cf Fl p,, d H U --1 V ~ d ct In Fl tj)bOOO(il St[jJ:t(il: ~] turn1trnh 11Hfo.ll'11 mnJ1 SH Sr1 ru '1 Si'itllif!Ji'i1 rufl ~htj19G(G(G( tt.njU~ru~i~bOOOtS1: 9'1bttHl1h~ tlffiSi'i1l(ill!:il.Wtffi1: ntutt:lrummrinrns tlI}btS 1it.n'111C!JtS: '1 'ttuhmtitLGS(ilS9~ n 1tSH' ti~htLTIJhU1tmTISh ~utmtlLtlUt~i'i'11LffiUWHLtlMl '1 nm "1.i!]i[!mu £:n(il s mnimj}f!Jt91ffi~~/'.iwi tu 3'Writ91t:l lliH ~li~tSH]t§q rlJ1JEh '11t.n '111C!J~ts :rnjmrn CLUtt.n ruri1mritn11t1m:;1 '11t.n '111ri.J~ts ii. '11 .n n~n~m.JJ'11Hi'ifi1tl.!Hlmniamuitu) '1 tj'iboo9nQ s~ ru 2BHntit1t'11BfiLTiim1mnia~ '11Jtru1n1,1n1m '1 rn r.u tJru1 nrn1tTiwmirutSru1 ~t~ijtrHUtt1JhLmi~1timg QtHruttu8]tffl: n HB~G!j1Hi}tu'1 rn1 :w1tihnnmntmtu~: 6Jtmtubl:l7Bm:~ni;y m:2~ mi'tutm'11 m:t'11Mffi m:TI1Lg 2nm:g~ru'\rru~sri~m1 2h'11H~mri iUW2 B m~t'11'11nm:ru7mrnsSrit.n'11 tui tul:llB '1121 BGTI grug ru1 tu LTihLfutitui'icl\j§1B{!Mt9 taHJt'11Gfitit1B tm :'11~1Hfn°n1u'irn1w1 '11 ~m ri 1-rn a~ ru 1fo ~1 tuw1t1prn ~ ru tui tuu ncl'tun ifo tLurn1 wmim cl'tu 11"1.inruJw1asms'1 627 ~~ie~~e MTJHMmnn tilf111j,M ui1-un Ui1-m §;,finnnmnmi1nfJcJu HlftlJ!!! ene~~ ;~e ~:oos;ASjru - ~~:oow~ lUff :fJ ltMfiffftf 8 fJi1MUj1mtf110 i1{Jmfl1£Jillfi1f rn: r(fimfJ . 30 n J,,.p,, rnru"-j1tu1 tu1ntu1u-,1 flmnru11 tLUC1Jtl1TI tmfitru1n H'11hn tS1mntrin ntM:ajSJ !... '11 Now, it is the year 2001 . We do not have bad feel ings about thi s year; instead, from the beginning of this year, we look forward to continuing our efforts from our good heart. We will continue caring for our family, communities, and the nation as a whole. Hopefull y, it will end up with love and peace in our heart. Happy New Year to all ! ! ! .... II ,;;;, ci n ~ n n �ISSUE #14 JANUARY 2001 CMAA'S KHMER LOWELL MAGAZINE ' L HO ,Q I . \'DDL SEX S . 1 CHELM FORD DIRECTORS JAMES F. DOLAN JAME F. DOLAN II • S R I GALL F I - S • DVACDFU A PLA I G VAILA LE T IT ONA. OR CR MATION S VIC S , I DEP DE Tl YF I Y OV1 D O R E D 251-4041 www dolanfuner I om com 31 �THOMAS STYLIANOS ~ Attorney at Law fi7' em m db efJ}5j' f:fl ~ ugr:J mf!] rjw UU7 n{j n tj WqJI fJ Jj 37 fif:f 3JfJJ • n11g7fjg71u:;,rfr:Jt§wfJ~tm • mn:JwftJimtr:Jntm"!;:5mim • n1n:Jwg7f:fg7itn7f:fafin • nlafjWfint[jnqJIUMnJl • • n1arjWMJnJt[jn8Lnfjn!J • • tLmiifJrftfiJ"!;:5:J ' • * tLmiifJnunuaM,.,. • tLmiifJrft~-fnf[!_"!;:5tgn11 • * fi7U7JJfj7nJr:Ji • * nlILUnlB b]r:ltft57tft5f:3 • • ftf Lf[1 ff r:1n f!Lf[1 ff t, n1a I l,.J "" Of .., Of n 0 J ... • • • • • • • • • • • • • fj fib gj* INCOME TAX BANKRUPTCY CHILD JUPPORT DIVORCE WI LU & EITATE JCHOOL LAW CRIMINAL DEFENJE * * INJURIEI AUTO ACCIDENT /LIP & FALL AT WORK * * * MEDICAL TREATMENT DIJCRIMINATION LAW JOCIAL JECURITV NO FEE unless we collect money for you! 226 CENTRAL STREET R SPEAKING STAFF LOWELL, MA 01852 FREE initial consultation Tel: (978) 459-5000 WEEKEND & EVENING HOURS HOSPITAL VISITS 32 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml19" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml19</a>. Description An account of the resource This collection includes digitized issues of the Cambodian Mutual Assistance Association of Greater Lowell, Inc.’s bilingual magazines <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em>. <br /><br />The collection is completely accessible on this site.<br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml19" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml19</a>.<br /><br />Note:<br />Additionally, digitized issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> from the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection have been added to the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Omeka collection so that issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> may visually appear together when browsing in Omeka.<br /><br /><br /><br />--------------------------<br /><span>SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea.</span> Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007. UML19. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Khmer Lowell, Edition 14 January 2001 Subject The topic of the resource Nonprofit organizations Description An account of the resource Khmer Lowell, Edition 14 January 2001, CMAA Quarterly Magazine. This magazine contains 32 pages. Topics covered in the magazine include: CMAA's 16th anniversary celebration and dinner banquet, CMAA programs and services, Cambodian new year, and more. Creator An entity primarily responsible for making the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection Publisher An entity responsible for making the resource available Cambodian Mutual Assistance Association of Greater Lowell, Inc Date A point or period of time associated with an event in the lifecycle of the resource 2001-01 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 32 pp. Language A language of the resource Khmer English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml22_khmerlowell_edition14 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2000-2009 Cambodians Periodicals https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/49419419ca6fab117c649bb3bc1e40e9.pdf?Expires=1785369600&Signature=YmMgz0Sm2Xl%7EoAfuL1j5kNNN4zBCutg1Ni6LwDxgeCWKS8vKsxzh1wWHY2Sx9vkZ7uLks1Gaqxcb3jVTlMm1uYi3Ox22%7EmxGnupqnLZhlO3cWSyCsrCOlpmfCe15GUnacTLdn5t2ao-1SQTqqw80TtgudlDxucevOTOT6F3nT4elkxWV28i8BkxgDcO1Wu3GeYzpGNbenInUz2yLdyzBk9YHs1MkD0tlfZAzhLOxfMges41AahQJbkE%7E2T8wi2aJ%7EUtSYmcV3eNZwnUG5i8dXPkKMcl7CkEzWu0PK9NUPKUNSVW7Nd0ufuPbWgq8VMwqQOonm0lr3fZZ4-Wrk%7Epp7g__&Key-Pair-Id=K6UGZS9ZTDSZM 37406e79e97318c7d8a4665da1dcfc72 PDF Text Text 91i.1J:31lf li.187/!if:1( .!1 CAMBODIAN MUTUAL ASSISTANCE ASSOCIATION QUARTE_ RLY MAGAZINE e:::. e::J CELEBRATING 0 ~S~~~5~lf ~ \, C, CMAA'S 15th ANNIVERSARY G~romA~G~$ .n FRIDAY, OCTOBER 29th at the CMM Office t~~u1 o~~ t3"un u:iUE m1 m1 tuHUtlH\Ji:ll tH:Jt~ J SATURDAY, OCTOBER 30th 'd at the American Textile History Museum t~tru-11 0 lllO c,i BOPHANY PHENG-BEIFERMAN Rn LCilSEt81 American Textile History Museum fatV/cePrwident SUNNY LIANG 2nd V,ce President t3" .l • Highlights of the last 15 years of services and successes, • CMAA's Strategic Plan for the next 5 years, CHANTHA BIN F. NELSON BURNS MARK E. GOLDMAN KENNETH NICEWEIZ THYSANSAM SAMKHANN C. KHOEUN • • • • Award presentation, Live Band entertainment, Traditional Dance performances, Great raffle items! For details and tickets, please call: (978) 454-4286 ti:rn mmn'11 t:nmHu nti dffittm tu afict81ms u "' ttin~rlruu1tmm'11 s~tuforuim • afimtit@mg1s cJntit1t1t:n8Ut~moJn Sil u4n~ruJHriM~ t81r1t1afirn: '118 OH\JtlHntllitH- • • • • ~ u u Clfill!G) GdG-GtlG'el Gt �JOHN J. KING ATTORNEY AT LAW \, GiGi$Gm~~$~i$ 2J ~ m~iq~mn~~ti5rnn.fl~~a 0 V tS O fila~li~'blrn~ atJ~'bm ti5~ri~ri~~ .,...., rnSW'lruWiWC~$?t$0~iMS$?i~rumutWiru1n - S n ~G S1Ci~rn t:Si$?g % f ti i.i ..., u . iijl iiii i!i)l!iii ni i5 ~ IMMIGRATION LAW i!illii!il~@ii§'ini2Bi'iiJai] .... ❖ tu,i:~r\urmrnn tiru11tiru{h1iru tfffl:tllr\rn1nfoeld~Fill Li tL tU r\ til n~ :eel ttlJel~ !"i7: n5l ti U!l ti.m 115 ~ ~ H "' ,n fyl r\ ti 2er5rn rutij fill{i 2tfln Is: w ., ~2u~t1!~n.HntUellllt~:y72'15tm ❖ AUTO ACCIDENTS . CJ ❖ ALL PERSONAL INJURIES C\.o DEFECTIVE PRODUCTS CONSTRUCTION ACCIDENTS d SLIP & FALL WRONGFUL DEATH WORKERS COMPENSATION NO FEE UNLESS SUCCESSFUL iiJ1ll)!1ni1i FAMILYLAW ❖ ❖ CHILD SUPPORT ❖ ❖ DIVORCE ii ri o1 ii q a iii i !!l!i1 ii n1 n1 BANKRUPTCY iiJlll S m1nni §~ REAL ESTATE LAW migrnftijrui§na~ijii§ CRIMINAL DEFENSE ly1r\i3'TI~~2 148 LAKEVIEW AVENUE LOWELL, MA 01850 Tel: (978) 458-9499 Home: (978) 640-2510 2 �KHMER LOWELL QUARTERLY MAGAZINE ISSUE #8 JULY 1999 TABLE OF CONTENT u LETTER FROM THE EXECUTIVE DIRECTOR l:J. ~ ~J ru 2&i Sl wm 9ruUSllw t2S9tJtSru ... .......................... .. 0,. c::::,. C::::,. ~ (.i") ' u LETTER FROM THE EDITOR Ql. rum fl ng ruJms~ t~S~Jtsru u MAGAZINE COMMITTEE r1. I I I', GJlULtvMntit~~ ~ ..... .... ... .... .............................. . SECURITY DEPOSIT LAW cl. n~f~m mmis rum t1Ht~s~Jtsru u CMAA PROGRAMS @. ~ o~ o,. ri &181 s .fHl msru 1~lJ1 lo ~us EDUCATION NEWS elf. "" <' rl&i81SruUlti8S ................ ...... ......................... . COMMUNITY NEWS G. c,; Sl9ru2:i'flrl ... ....... ...... ............. .................. ..... . I HEALTHNEWS G\. Sl9SUjtii8 ...... ... ......... ....... .............................. . c,; "" CULTURAL CORNERS "" ~o. r1&1mst~u~ OTHER NEWS 3 �Khmer Lowell Magazine Commitee Executive Director: Editor-i11-Cltief: mnn turjs-"1.ims 87lll/fl U ni11 Iti tlli1Mffii ta§-tnq:ptm , ,, utini11I111118El1:mM, trn1n WHHuri. trn1n aa-"1.iru1H1 ... ut1ni11/111111nin11E1, trn1n twjHjH-~m. trn1n fis-uvrm1s. ,,., ., _, trn1nt(i'.i r:imJJ-~us qgninl!f11mMH1Jig111r trn1ntcJ tfltJfi.l-smu(i1s utim11us111'rlo1J/11nmn.n,., !!El, d .... trn1n ~s-1s(i1s, ,,, ., mm ru-un. mm tm-m1 <1.1 u <1.l qpmnl!fnffflu·, trn1n (i18GS-£ltfi.lt!J u11ni11nnmB1EJ11E1li1B1fllEl7t1E1!81t mm til-un ,,,, _, .... u [Itininf /1//18/flll r 11 tllilf'i GS-ffj'ltuHS UtiIll11/ !1lllflf7B/1 {JflllfltiEIBl 11 mm ttu-m1 ,,.., ., <1.1 mnn ~l'-r:11s qgni11//11Hlfl!JJBIIV!fliff1 Ut1ni11/l111/Jtl!HIJlUlllJ81811«nt(tf t1ri.:i~. l'l'JP tIJ-mM. 1n ., 'l -, m.11n tis -uvmiis £lllilB£lllfllj I Fl Productio11 a11d Layout: ~ E11glislt Associate Editor: Alison Gervais Cambodia11 Fo11t Typists: Ronnie Mouth, Brian B. Chen and Maridy You Advertisi11g and Marketi11g Ma11ager: Vincent Un, Bora Yi and PovYe Legal Issues Coordi11ator: CMAA News Coordi11ator: c.l U C.,\ wu ~ t.l....... c:t IJ I U c;.,c Bora Yi Brian Chen Comm1111ity News Coordillator: Pov Ye Cultural Corner Coordi11ator: Sak Seang Eco11omic Developme11t News Coordi11ator: Danny Div Kltmer Lowell Magazine is a quarterly publication published by the Cambodian Mutual Assistance Association (CMAA) of Greater Lowell, Inc. All articles published represent the necesscerily views ofthe authors; they do not represent the views ofthe CMAA or its funders. Your contribution such as articles, folk tale stories, modem fictions, poems, news, etc. are happily and gratefully welcomed. Please, limit the document to 1-3 ( 11 x8) pages, and make sure the name, address, telephone, fax, and signature of the author, or the responsible person are correct. We would like to inform all of you that the entire document be sent to us, whether published or not (it depending on the decision of the editors) becomes legal property of the Khmer Lowell Magazine. Besides, we would like to ask for your good heart to help us by subscribing to, or advertising in the magazine. Your generosity is needed to help us keep publishing this magazine. The subscription rate is $0.99 per issue, included shipping and handling. For advertising, please contact Vincent Un, Bora Yi, or Pov ofi.lJ81:i~t§J!Uttru iim o"'-!Jffil'~mmruimtumtflm fi.ltt:J rut{!utltlfli:l tt:l'l mrirui :f'i§fiU f'i§mJsts O fi.lJ81l'§tt:l run1q~runts fi.lH'lf:iHt§lLUffi iimi:l!Ut:iru'1 tllii:l~(IJHO~rutt:l'ltutfi.l'lHSfi.lJmtlSiUiMJqruiH tw~ru ttn1dtm :iitM1rut~titini:l~Gw1u~uo t{fi:lttpi:l t{fi1fi.1Htu rimntiJ mtm s8181 '1 ru '1 (!JatH~n1ritut:ii:lm rJnrH'uUSfi!tu ~ tfiHtri'!l-11111~11 (9ui'!l'!l•G Hrn) tuitufi.lHUrn1MSt81H .IH\Jtut:l'lS tru80Hi.fo OJfi.l'lJ si:ltn~trummrJ~1 wnnfi.l'lam: 5J[j1 stfiHL~:/~i:l '1 tru i12 fi.lHcln um dtm :nnfi.11181 mm rJtrn1 ntt:l rut~armiii1 u ~tm : tm:fiq:ruim Qilsq:ruimfi tr:11mttu1i:lt01rnmrnrummn1s H"'-!Jffit~rn: Qtt:l'ltufi.l'l1q9ttn~M1fi!tmm: iltifi.l'lmwtm:ii01mm fi.lHJ~mmu.rtimwofi.lJ81:i~t§J~hrutuitu'1 9fi.lJS1:i~t8rn4i:iru Sf'ijl (ij~t,rititmi:l '1 ajli:lrnjri ttili:l~CtJHiimtmt§:i§nfi~t1t~~mrJurJtrn1n m11MfftJ si:lmM'Jl)Hil:lu(J ir:1ruw1m~fi£!m (IJHm~timmtoo"'-Umt~rn: tt:l'l mq:~mm~fi£!f'i§ tBHjwlH~Luttu'lw s Si:lr:h fi.ltnLUttu'lt'i srii:lttU '1 ritl!ml'ti$'!ltt o• Qi:l~ UJtPjHS i:lt~ t~ '1 rhrn :ritru411 mm ~Ii fl l'ifi fi.1Hmrnrnmn9i1trulf'i HS-°Js(i1s, nm, lli-Ufl, !J! nm, ttu-m1'1 n P.!J ~ tih1rJtlli11'i-{jl'1GilLwlUtlC1tfl8Ut~Ht9jmm : (IJHmtfimmri9i1 Hntlli1Tlfft1 G!i-ffit.Q1tm '1 tllii:l~m sm,Jmws Sil ~JCtJB~G8li:lttmH ¾ fi.ll:t7~Ht§l!Ut:iru '!l@d ~l'mn(i1s, mi:l!Uttru, J~B7fi.11ruJ(\j&!J O<!lGd~ 8Ht!t1 (~tiG) r.MG-CH~G@: 91fi.lU <~tiG)°GdG-~~o@ u .. u I Joseph Sexton Healtlt Issues Coordi11ator: I -, Sothea Chiemroum, Brian B. Chen and Lorraine Cordeiro ~ U Margaret Tham Kltmer Associate Editors: Sak Seang and Samnang Mam ~ llf'l Samkhann Khoeun U ~ Ye. For more information, please contact Margaret Tham, or write to us at: CMAA, Inc. 165 Jackson St., U Lowell, MA 01852 Tel. (978) 454-4286 Fax. (978) 454-1806 Email: cmaa@cmaalowell.org Web site: www.cmaalowell.org 4 �NU I ~ ,~ .... u :I gernYLENSHrn!,Hl!Yffil.S r '°l.'00 '10 ·~t~S''i u ~ ,.. ~~m~ fFt' .6 Lt!~~ µ:11rn.'.lt.01g s 1Mf1LlLHUn ~DN9ffi LBS miM~ ~ 11-, m[t>rnLmr;i,Lm£}~ :vuurEn :ruij :a~ :tfut m,m1~1r;i,1_.t3mtl~mLBm!:m1st.t! rt •rt ri u :I rl I: I H H n ,.._ n ~113tl.N!::l!EY!t;i'l13Eij! YEffi.t1! 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Ci;tfPn2tEt 6E~sQs "NYS~ELNU:rs0HLY[.OB~ sl.t!t;1>q,semp[jU!6rus~.rut1,t;i'gaHs~snr;i,n~8ffiPEL!:! ~NNS~ t;1>gaHBlSn~n~mtl!:!$ITT~8N9~8£,9£1ffiP[EE9 s~1S[.Ol31.!JBYNS ~mti t.t!~gascs~E!:ll..EN :ssC~ h115s r.:tGrn.ru LY~B~ t.OYtHf.HYij} s LE µ3sTh~gas~ipN1LNgfym!1Jtfygp~~nLSYWSNL.SrnsLEµ3s~gas~ t8i:sstl'fa§B 1-,g8~r.:tP~gane~snt;tn~ngµ3s~uLY ~8 j3PLmm1:rLN sLE.ru8Jffi!J!S ~gasE~NWWlJ3Si;t[osSLE~~sru8iLSLS1ftHLYSLN~~C~sLEJlj~!£nLlpJl°D~~gas~mi;tnp gt;l'L.rufl,rul!::lS hru$Jfo~bJ1ipn1geJE!::ll..ENffiLBSt;1'[oSp.nQsst.t!.ru8i (ilU!ZFZew llilMOl J,llllll)I ) .rutf~geiEtL.SfNB~8 NU~l13 YEmn1r;i,s N1YL.ruS !dt.ruSN~YLLruNij B1L!::lm~tl!:!:l.ijrnl..ErnYH[.OLJU YELJU~t;tprnru6 l.t! 6 NJ.nt.O I O 'C ~ I "Ol'O I 01'0 0 n O 'C'C t" O C n ~u !'1 11 '~!i~l~l~~tJS~Si~~O~ £i!,~t.rul ~t.rulSN~U~~N fl u Y' S63§l~t§l~Y~Y~~~ml~~t.ru3Y6ru c> Q Q Q Q ~ �Security Deposits: What Tenants Need to Know in. Ifthe tenant sees other damage to the apartment that is not on the list, he/she must give the landlord a signed list of the damage not on the landlord's list within five days. The landlord must either agree with that list in writing, or tell the tenant in writing that he does not agree with the tenant's list. A security deposit must be put in the bank in an account that is clearly for security deposits, and not for any other money belonging to the landlord. Within one month ofdepositing this money, the landlord must give the tenant a receipt that gives the name ofthe bank where the money was deposited, the date of the deposit, and the account number for the account. If the landlord does not do this, the tenant is entitled to the immediate return of the security deposit. When the tenant moves out, the landlord must return the security deposit to the tenant. He is allowed to keep from the security deposit any money needed to pay for the following things: 1. Any rent owed by the tenant. 2. Any damage to the apartment not listed on the When you rent an apartment or a house, the landlord will often ask you to pay a security deposit. Asecurity deposit is an amount of money that the landlord holds until the end of your tenancy. It is intended to make sure that the landlord has money from the tenant to pay for any damage done to the apartment that has to be fixed after the tenant moves out. There are many laws concerning security deposits. These laws are designed to protect both the landlord and the tenant. If you understand these rules, you will be protected against a landlord who does not follow the laws. The first rule has to do with the amount of the security deposit. When you move into an apartment, the landlord may ask you to pay the first month's rent, the last month's rent, which cannot be more than the first month's rent, a security deposit, which cannot be more than the first month's rent, and the cost of installing a lock and making keys. No other fees are allowed by law. Example: you rent an apartment. The rent is $600 per month. When you move in, the landlord can ask for $600 for the first month, $600 for the last month, $600 for a security deposit, and the actual cost of a lock and key set. He cannot ask for $700 for a security deposit, because that is more than the first month's rent. The last month's rent, and the security deposit are the property ofthe tenant. The landlord must give the tenant a receipt for the last month's rent and the security deposit. The receipt must say how much is last month's rent and how much is security deposit, and must tell the tenant that he/ she is entitled to interest on this money at the rate of 5% per year, or the interest rate paid by the bank where the money is deposited, whichever is lower. Each year, the landlord must pay the interest to the tenant, no later than 30 days after the anniversary ofthe date the tenant moved (continued to pagelS) , -=-"' It ,,,,..,.,.EEQ6 t E6".'tR . .,..,. Cl Cl 10 Pri.sJ.t Thom : elevation and plan. 921-c. 45, Koh Ker CMAA's ADVISORY BOARD Michael Ben Ho Tern Chea Venerable Sao Khon Venerable Ly Vorn Saly Pin-Riebe Pere Pen Susanne Beaton James C. Dragon, Esq. Vanthan Un, Esq. Sambath Keo, D.M.D. Narong Hui 1It If the landlord asks for a security deposit, he must, within ten days after taking the deposit, give the tenant a paper called a "statement of condition" for the apartment. This is a list of any damage to the apartment that was there when the tenant moved in. It is important to read this paper carefully. The tenant can be asked to pay from the security deposit for any damage to the apartment found when the tenant moves out, unless it is on this list of damage that was there when the tenant moved 6 �ISSUE #8 JULY 1999 KHMER LOWELL QUARTERLY MAGAZINE tm :tmq;:urn:rn ruC3ot~ U§ltifl g ~ ru'4t11firituirutm: ttil~s oJUtlJJ~ tut91ijfi~ rug :tt:J rut ti tUl1ul «U ~ lli0 llil: tu nu rnm18ru» '1 rn :d1ub[i1t1;! ruLGJtiii~mJGJritunmt'JHmitm: tm mru~stf;! ru&n~ ruugru '1 (JJHrn sutnns :tHi rumh LU tu~ '1 rnrnG • Jijfi~ rug :u tit~~ Gm mt:ll tuei fi '4 tuti:l run rig :tm: tmtLu(l]ntim1~Ga1nru11teirutfinmst81QwHmJ U§ltifi&n 011 ) ) rn ruru1mmn-&n8 rug: ijfi~Hug :mmLffi stiJ16JHtnfi{ifi t:llriUvrifiri '1 u:ririnri~wlLGJNtf;! rugi t'Jg :ms ~fim tl.Jtti t-1t'Ja11 :m rutf;! rutru1 fi-&n8 rug :tm: '1 tm rutlruiwtm :~tEHJ 5JGJHi.fol1 ~Hug :m BLGJrimG'Li&n8 rug :~n(l]nti8 tuq rum J Gimumsrnm1lli1ruummmnwruw:tm:mmntm'1 u " mSGJ1tiw1tLffis tmw ti:l rumri9wtmtruLGJrinrit~g: '1 GJ1ti mwHt'JtS :m~mrflw tEHJmnm&n8 rug :tui rust1g1G'Lig: '1 tu '11s wl tru1fi-ijfit:kurnGJ1U mwmJtS: tm :tru1 fi-ijfi stimG oj rn8 rum1m1flg1 ti.ig: ~mtf;! ruifatgmHGJ1timt1s-rn.its: '1 GJ1ti gf:l rntfo1 ri 9w wlf:l ru t1 cl 9. sLG! ri nri '1 rn ru rui1 trui n-ljfi t1~ rug:~. ru gi t'Jg =Lutm ru t\l JJtrui n-&nutit~~ :fog C3 • .. di:l rum sd § SLGJriH su-u tuflt~8 ru~ :fog~ rum) tui tusw 1,) ', le,I q (,t (,t q W _, ~gi~~e:J I U In cl tJ' VPDATE! On January 15, 1999, the INS raised the Naturalization fee from $95 (plus $25 for fingerprinting) to $225 (plus $25 for fingerprinting). There are exemptions and fee waivers for those who are qualified if applicants can demonstrate an "inability to pay". In determining "inability to pay", the INS Service Office may consider the following situations and criteria: (,t U ~ J VPDATE! _, • ~t'Jg:asmG~ •Jtru1n-&MJuti $blloo.oo(l]ntiLGJrinri t~g :rn ~tun:l'ltLffisw1writru~rug:t81ta g~ru '1 t\!H~M1t~ ~rufoqwtLmt11tuirust1t~LGJrinri~w1L9blJmwtru1n-&n teiru wl{ifi~ ru~: '1 g1 t'J~ l~ Stguwl Sti:lUtlJlNff~LGJri~ rutaqh tLm rush t~nrig :tm :HMJ{!fi~ rug: '1 uM1 shl~jfoh •JGJ1 w ~Sd§ SLGJritt:1 ruu tit~~ rutm foqwtLm ru sh tl§ sLGJrinrit~g: tm:cthti:lJ'1 HJwrnJn ~G'Li~l~SLG1ti&n~ru~:DJ1 &n~rutm: L~SGJ sqtimJLGJritrutl§ SLGJritm :tl~u tf % qti~w~ QnmH d9.SfilJLGJritsrimmmmti:lruff!G'Li~ :t11n'4tutm:rn1t:llri '1 umtifltru1n-HNGJ sifarutmtmntutu:rn ruHrurnm tuitu tm: . qti[i s~ ru ~ ff! G'Li~ l~ suti mJLGJri tm~n~ ru '1 qi:l mJLGJri ts :~g1 t'J~: ~ rutm =L~a~ti~J~MJijfi~ rug :ti:l ruw1g1 GULCi1 ri tt:ll tuHSLtij5Jtutidlw~ mot~t~ru '1 tu~Hi.ig :fiJJJN '4tunri~: q CIW'-1 f;! rn rnjtitS1 u Hm ni:l ru rnH sGI snti rn1 u mi;p «u'ill .w .w ru~rui: (l]ntiHmJ~ ru » rn:rntm: ijfi~ ru~ l~SttituHtuJ6J rn1gi t'J~ :'smu1 mria srnruu,1HrnHu~1tei run tu ~sm1~ G a1mm:rn'1 <msmmg£i'JC3@) fits :rnjmtfjtu '1 9. tutru1n-Hnwruw:Htut2tu$@Oo.oo tm:tmrnruru11tf;!ru u ""' tru1n-&n~rutmtm g1 t'Jg :rnGtiJrnJtru1n-&nuti fi. $@00.00 (l]ntit29Htu'1 " a. $@00.00 (l]ntifoqt1tLmtuu~t'J'1 ti. $@00.00 (l]ntiLGJrinrit~g: tuituswtit~tMJ'1 c:.t U ', tit~f;!1ritMJg1J~: '1 tUtt117wmHGJ1U rnasmGtufittt~tun .. , V cl . L-1(,t s q CII I • wruw :t1G ru '1 tU '1J Srullfffiw ruw :ta rutu1rnm Sfi1J8G87 ti c:,I q ft.I • • • • Within the last 180 days, he/she is qualified for or received a "federal means tested public benefit," such as Food Stamps, Medicaid, Supplemental Security Income (SSI), and Temporary Assistance to Needy Families (TANF). Household Income below the Poverty Guidelines. Family of One $8,050 per year FamilyofTwo $10,850peryear FamilyofThree $13,650 etc. The applicant is 65 or older at the time the fee waiver request is submitted. The applicant is disabled. The applicant can prove substantial hardship. CIU For further information, please contact: I u 7 Bora C. Yi, Extension 27 Thy E. Chey, Extension 23 I �CITIZENSHIP ASSISTANCE PROGRAM The CAP program was originally designed specifically to serve the needs of Southeast Asian people who have limited English proficiency. We have expanded the eligibility of our clients to all that fulfill the INS requirement for citizenship. During Fiscal Year 1998, our clients were mainly those affected by threat ofloss of State and Federal Benefits especially the Elderly. At the present time, our clients are those who are truly interested in becoming US.Citizens. They want to become active members of society. CAP provides the following services: Y Assist non-naturalized refugees to successfully complete tlte naturalized process Y Citizens/tip Application Assistance Y I11formatio1t and Referral Y Citizens/tip Preparation Classes Y Transportatio11 to tlte INS interview Y Assist in all aspects of INS Inquiry and Services Special Recognition Clients who have obtained citizenship Bunn,Sarom Cheng, Chhour Chea, Khum Chea,Yam Chhit, Neng Keth,Tirn Kong, Savoeun Lirn,Kirn Ly Nam,Phan Pen, Noy Phon,Chhum Soeun,Sam Ung,Sivom Vong,Sarin Each client is given clear information about the application process. Their questions and concerns are answered before any commitments are made to the program. N-400 Application is filled out with the clients understanding every aspect of the naturalization process. Intake is properly conducted and finally for those clients needing assistance with passing the U.S. History and Government test, they are assigned to Citizenship Classes. t::l oC, c, o Clients who are waiting to be sworn-in Chan, Sithsoun Hoy,Thon Kirn,Houy Tan, Chantou G ~~i3;~~ G~~i35z'~t '\, .,. Choup, Doeurk Chey, Sophon Chea, Sath Chey,Bopha Hean, Phoeung Khin,Muth Lay,Thirn Mam,Keath Nhem, Saly Say Phan,Bin Sann, Sem Sy, Amy Sreng Vath, Savoeun 0 e~~~~~~~ te~~~~~~ l.:l i, = ~ 8 Chat, Tengom Hy,Heal Rom, Tuy �ISSUE #8 JULY 1999 KHMER LOWELL QUARTERLY MAGAZINE project initiated in Lowell. The intention is to investigate viability and test possibilities which will culminate in long term operation of a successful farming enterprise. URBAN AQUACULTURE INITIATIVE The City of Lowell experienced a tremendous increase in its foreign born population during the 1980s and early 1990s. According to the US 1990 Census statistics, the number of Asian Pacific Americans living in the city increased by nearly 450%. Cambodians accounted for over one-half of the Asian Pacific American population. Other groups represented in the city including Vietnamese, Laotians, Chinese and Asian Indians. GOALS The goals of the project are as follows: To create jobs; To promote sustainable economic development; To assist minorities to become entrepreneurs; To utilize agrarian skills with current technologies and techniques; To promote public, private, and university partner ships for economic development. When immigrants and refugees came to America, they brought with them different cultures, religions, languages, skills, diets and needs. Most Southeast Asian Americans came from an agrarian background and are now facing new challenges in the work place. They have to learn new language, skills, and how to work in a new environment. FUNDING SOURCES Funding for the project is funded by the US Department of Agriculture (USDA). The USDA has approved $5,000 for the initial start up. The CMAA and UMASS are trying to get more funding from different sources. In response to the changing needs of our communities, the Cambodian Mutual Assistance Association (CMAA) and the University of Massachusetts Lowell are exploring a new Urban AquaCulture Initiative. The Aqua Culture Initiative would utilize agrarian skills of the people and would provide economic development opportunities. The project will raise tilapia fish in a closed recirculating culture tank in the basement of the CMAA building. The CMAA has already agreed to serve as a major community partner through providing space to support this initiative and facilitate community development processes. rrnlmtmt'lrn :w tuni rust+ u u a, ti' ti' fiU t/ ~ruttmUill8181, ti' Fish represent a significant food source for many Southeast Asians. The majority of available fish is imported nationally and internationally to our local markets at a high cost. This fish farming project is a demonstrative m i:'t.11.FHl rn cu, .... msut.ff m-ntl'ri, n wrn ta rum tJ , ... - tii'ittHum st'ti ~mu~rutUS(jl s eiij!'itel ru@g rurl §mJ~ <ttrutr.on 1 ~rits :tunmu-~st81tJJtinru,1ci'§ eiru t~rr.JLl'i mti~tmb ~:OOL~i'i Nru~:00Jtrujru'1 ~ritUseiumB1qtimmtsrumtiBt£J'1 9 �• FAY McCABE FUNERAL DIRECTORS • 0- u:unmnm = FRANK McCABE 105 Moore St. Lowell, MA 01852 ir(508) 459-9222 ~ o t{J u u tp.lf1JU~Jf1 ru @ '1..U u 0 0 c:,. ru n tl n7 I~ Lil ITT = -..., n ol €) 0 0 c:::, t n7 ti I ol c:9 .., nl HLUt n llil t~ 1 tsi s tl n t§ tl, .J c:,.ol 8 tl 0 n t 8 tl U Lil ~ W tl .., 1> I O .) ,ol H 8 ltCT U rulj rul fi ul fi ~ ~ 1 H o1., '., ~ Lfl H ~ .., tt tJ dl W n ~~ "d '1 0 UrI H~l tl fi tS tl CT fi ~n 8 CT ij CTJl W 1 "" c:9 ~• U c::. ~0ruE:indmBwn y_mnLfiU0nt8tl nilstltU1iLut0w, u Cf ~ 1 ~ ~ ru rrn UH 3 t f1 t H fi H7 U ~ 1 .U c:::. oJ tr U u CT W ii H fit ti = rut CT fi 'ITT 8 t ~i t tll tu , W n CT fi 1 fi tll fi .., ij n @ tit tl l W rt t f:17 tll d ru w8 8 flu tll 8 U m n u u n 87 8 tr U CT fir 8 LJ W u wn ~ 0 - w n u ti n d7 n 'I (=;} ~ c:.::.I " c:::il 8 tl ru H w s u 1 10 O eg 0 - tlJ fl Ut1 fi m - w n u ti n Ufi flJ1 xi ru i .u I �ISSUE #8 JULY 1999 KHMER LOWELL QUARTERLY MAGAZINE t~~ ~ti ru gforn :fiqJLmciim,uiuJOITTgrnm fiitm Q? ... 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I ""'ll _., -t. l, V I d J I ~ I s 1 I Cl U 1 U 11nl1m:10... -, tmrutitrn ll~nLtl '11t1rutJjs ~Stj31\1rnmtt:lrums Luttu1wst:1ru:2s t:1ru'11~aw1~ Lut9ructi~ uria~'11Jw1fi ~Gn1 m~n t9'11l9Jlru1L~fitsu~ clseiLUw1ffiurntuJ ciSCit\Jrnaj-u1~~ ttliw ti(il ci~:icl sei9nav. w u11rnns ma '1ru-, tjt~tillunasL~tsi~uJs mncintimama21m tt:l rumrititiwr:i: Mti tm ru t1Gw1 d)t11 fiitS1m 9LUt1 §tH1 ms st1ju~ 1 iruuru:~1~~El ~G~i~~mHm astarutr; mw-~tinmrutMnr:in rlrnriL(ilrimas rui'I tLUL(il rumfiimntn tu g:21tu uriurgru£stmstittf~i.1t[]jSQLru1ti w1tSmm:tq°jtt.1'1 ,iB truGa5J~t:ifi tfiajmmggS5J!}ltur:i1wSw1~mm1mi'l!.jlritm: fiasm (jlG~Jtrup : t(jl:Utit@ULtl :9~ (Lll(l.181 lli!UtLULUtf1i'i lli!US l1J7 tu mru1t£1 QNt(il:utirnqriml'ieigStm:rn'1 nsm~it:1rumstn1mi'mn@stasmsfonsm~mm1mtitr:Ji'1 r:Jnu cimttullmstlmn :1f:!1 "1Ji'i"IJ~ n:i'mtlffiru11ffiULffi 8 ttliwmaL~ru1J b7St'11Ga(~3tS1 : tm :ctlttui'lasm sf~ffitlctn(ufi Sl1J7 wutiteru asL~:imB3Jructhrutimfi iiri~ssmmtihstarummttui'ltq°jm ... ..,, 1-1 0 el J al "" "" Neda and Komar's children e, ITT Pl' I 0 ~~ruG~m~~$ s euaw sw1 cl rui~ eHtim rn-urn m~ wmi tfhrnJ t ml ii -H ii tfl sii smlli mti~ l:Jm G{fo f;1 ru ~ u F1 F"'I U 1-1 H1t1l1J1rJ1mlfni lt11l1Ejt11ffl11t;7s1r;:l11[,ffE1t1lrltrl11[,Ult1Bm ""' I lfg 8lfjl81fl! IJ'drJl17 ~ U -4 ""' q 181[,n.f/fH7f!J°IJl8:/[IJllfl87: ltulJl(~llf -4 " u q U rum q I q tui tutflrn-firntSl :m Sl(1l rimja~JJ~G st1rnJiilJJii 5'l ' ~ iitS~tr.HntH lliiiStSl: t\189lii9t-18iit\181ei8t2J GY U U -' U tuJm 881 sen rnB9H1fotru2 G{ClfG-GtfG-Gl:JG@ u 1-1 11 Co'-' (,1 �Statewide Conference Notes ENGAGING YOUTH IN CITIZENSHIP ACTIVITIES Lowell is home to the second largest Cambodian community. Out of the 30,000 Cambodians, 1000 are citizens and 300-400 are registered voters. I.OVERVIEW A very small percentage of this number are youth. They are crucial people of the future. The Cambodian Mutual Assistance Association of Greater Lowell, Inc. (CMAA) has been helping Cambodians and other people from different countries, who are in need, make the transition into the American culture, economy, and environment. Initially, the agency focused on providing recent refugees with English langµage training, cultural and social adjustment, housing, and employment assistance. Today, the CMAA, serving Lowell, operates a full range of programs for education, economic development, employment, social services, health and environmental health, and cultural awareness. Among CMAA's program activities are: II. ISSUES FACING OUR YOUTH Jail time - non citizens - education lack ofparent involvement - lack of communication/education - never renew their green card. Culture plays a major role in citizenship Girls feel that they are not prioritized. They are pressured by their parents to be a certain way. (Expectations of girls are to be housewives and they are not considered keep figuring in the society; double standard because of society and culture. 1. Komar Day Care Center 2. Young Parents Program 3. ESL/Adult Education Program Youth don't understand the importance of being a citizen 4. After-School Youth Program • 5. Youth Services Program • 6. Environmental Health Project 7. Elderly Assistance & Outreach Services 8. Monorom Family Support Services 9. Citizenship Assistance Program 10. "Self-Sufficiency" Employment Services Program 11. Community Service Employment 12. Community & Economic Development The CMAA not only serves the Cambodian population, but also Laotian, Vietnamese, Latino, and other minority groups in the Greater Lowell area. The CMAA is the only social service agency within the Merrimack Valley. It provides comprehensive assistance to low-income Southeast Asians and other minority groups in an atmosphere where their languages and cultures are valued. 12 They assume they are citizens because they have been here for many years. Fear of authority (INS and Police goes hand in hand) �ISSUE #8 JULY 1999 KHMER LOWELL QUARTERLY MAGAZINE • Many parents believe that: 1. Green card equals citizenship, so their children also believe in the same. 2. Fragment in the community- no spirit 3. A Driver's License is important but citizenship is not. 4. Citizenship is not basic survival need a9ruJttui:ltN£'lHfit£'li:lt£'lm snym1m1Lumfil£'l '1 m4rmn mru 41ruwlljm81Lumm tlff~wlljfitumJl ~stm stitBun ut 2-t~ rnih ~ ruamHU eum'£'lj9l:JOtS: NHS tHSHl SStuulri~ rm41rusi:ll~L~at£'lB1tas~m11ruH1cimmm:hu1 tH'l tua 9ruJ sti mrn1rnit1rn :m:t£'ln 9a~u~ tPfi rillilrJtutm ri rui rJturnj£'l ~rni:lfia 9ruJH ~rums ru1citm1UJ £'lam:au ru1 ci tm t tutm: i:lmmLG 887 SfilJturuq rurJtt.!ulfili mnui1f w1mrn1141ru nm1m1qt1~ :w1m1m1L~ 1 What are we doing? We have our classes. We are planning an on-going monthly educational workshops starting in July, 1999. • First workshop: We ask the elderly of the Citizenship Program who have obtained their citizenship to speak to the youth and tell them stories. We want to show that if the elderly can do it, so can the youth. The elderly tell the youth about their struggles and challenges. • Second workshop: We are using Interactive Learning (Role-playing) to show the importance of citizenship. We got the idea from Judge Wolfe when he brought them into the JFK courtroom and assigned them roles. • Theater Project: The youth will be acting out scene from history, etc. mrmmi ~mm t~£'lt~tsfilmnrittU1utUjUllin? tfitmgmHll1w1fi§fiHUtrui:l WN tm :fil s tuu1 £'ltfiITTmti ri ~G mmmrna£'lt\! tSLfilri mJam mrutmm:tWQtuli:l llill? s I ;) 11 £'lt~fil£'lastas n1m81HULfilNGllQ rutr:i rurnm[il samm :rn ... t£'l~Um81tru9fiG£'ltt:l ruw StSl :tmrntltrn:mJi:llHUnJtti '1 tu .... fi§m!;!lritgm1rnJ11mri tmrna~na timm~am£'l~ng si:lm: g ~ ruq ruL£'lasi~m1:ngm nim w :~m Se'it\!g nillillnim1 ms Qi:lfilJi:llJJUunim '1 ~tutmJffitUwswnmriLi'iJ'lrin H'laHSLDaLt:i[l t8lt~ trujnti:lt1a Hruli:l t£'lHlSQfigiglHhm:mJi:llJ tfll: £'ltatsinmunirnrist1G:tmmmm:tr:111 ifts11:tuwsfi1mri tr:Jrums111my tgmJqJ t£'lWNw1N§i'iitt:lruf:17SLfilNt3flG stiwn rnj£'lwl m~scltr:i rum SLLil rifo tLGS t~ smmm srit\!g niw1t1 SJllill? ... £'ltl;!in£'ltSwSmtlfias:mSt~tjl t[Jn:rn§StHSwl H9ruJ~rucJfln t81tgt:ilH9ruj\1ig~rurr.iMrufim HStHSwl utmJtfifi HStHSwltGrui:lH'1ru'1Sb '1ru'1 0 We are in the process of collaborating with the elderly program to have "Foster-Parent" program working with the youth on a daily basis explaining one-on-one the importance of citizenship. 0 0 ~ In the past we have worked very closely with Lowell High School and U Mass Lowell to recruit and educate youth on the importance of citizenship. One of the CMAA's role is to help promote civic participation among youth. I '!;!I .... I rumtruuritm w n.mtt:l rummnit81tH1tuasflt1mritruimr:JtH s t m:u w1m 1i:111 t tit m: w1 ntin 1 Q msLfil nts £'l 11 nt r:11 tu n rintlturum £'ltt1tsfilm~ t81ttisnlw1i:1wsatuclt1n tr:irusni , tH1 tu ru1 nrn fl.rn.m t1 ni'it:I rn tm:tw...'11 __, I III. OTHER INVOLVEMENTS q vi fi"l • • • I .... d e,i • • F"I Youth Commission All-American City (Community Pride, the Youth are representing the City of Lowell in a Nationwide Competition. Acre clean up Sending supplies to Kosovo Helped distribute flyers for the organization 13 .. "" ,.., . ~ e. 1,) u u d �mtuf:ltius ' u "' , 9rit~rig8~ ,., mrrm11W-~ u CilSLfititu~S rurn.1 t~ ;:i Cil1i rutmcirui Cjl SLtlHrlJS mriiitSil8 tnStf:lrus:if ., u .. mtutU8 t:iUll tU8 i ' ' ~JriHStf:lrutj tU.Jffi tt:iCjl C'i~ Ii ri]nturuulft-18 mLCilrit.11ri~n ~mrutUHJ~ i nu,n mru ru-n urn t91 Ci1 ri Lri mtunscimri tLGsfiirn.nri .:, ~ e, gnmrn £?,tum 9nJG!ftg Youth in Acting Theory class, led by Arn & Tony. Sitting in the back is Chantha Bin, a member of the Board of Directors .11l My Best Trip I Santa Ana, a sunset place that I can 't remember. The fresh air that used to be. A hospital, not much of a home on an avenue. It's Winter time and I'm only three. u , . .. I'd like to visit a peaceful place like Maine in the summer time. There's a women, who I can remember, she moved out and went somewhere. u tattUSJSru ' ~mtUsm1ru mtiflnimmu N t8j1: 8JU ru1il UtStlStlriSi 1311 ti WH'i tU J tf:lrutsit1ms 5Jt~tutU§J "' , "= tU:trulSrii:l\1n StutCTi:l~i:lriJS ' Ii Ii Ii ru 81 tu 8 ru i ' . §sStitffitsG Cjl 89riUtl'iG IJ_TfHUri{1 ru ~ " , msmmt:Jri 5J~t1H18Jru tmn~~ru .., , ' 5Jtri87 SLCilrii ... "" , rnmt~mul:l mru~smrutruJi:l Ctfwriuru-nri ' " trrnrnm.Jrut:i: WtwJ ~mri t fl~ ii 81 llil1 ? t{18 ClJLC'iHStq_fl t.U ffiHSutLlQ)tl.J mtJJ tUm rutUl ru 11~tru ti tUflil ., Cil sgn.n gg rn i ri-[il ifo-m-us-uti m tt.11 :tf:l ... tff1Jtl tm)'S-Cjl1 wl~SHLUlli f:lrirnmm tu1 i uf:l11tUC'it1W HW~tUHmm TTn flttt ru w ul tu w M ti ci llil1 d tu /Vlllllllfllft'JmllJ. .. 11 ... "No homework?" I said when I went to school. " Boy, am I tired of this big thing to do. " u (A .. I moaned, I cried. I tried to get past it, but I'm only five, when I graduated. ., u Fl ,n .,:;., 10 ,:, c:,, "" _. ~ Time went by, and I'm ready for it. "It's the big move," I cried. And I was happy for it. I got packed with shirts, pants and other clothes, too. I said good bye to our old house blue, and left up north on the freeway. (A ,1 di u .1 e. "It's a special day, to see my cousin's today." ea,, I saw farms, more highways, deserts, and even grassland, too. It took us nine days to get us from Fresno, CA. To Sanford, ME. u u -., By Star L. Tham, 6th grade at City Magnet School in Lowell, MA. "' u u This poem has been selected as one of the most creative submissions, and has earned a page in the 1999 edition of Anthology ofPoetiy by Young Americans in the State ofNorth Carolina. (,1 14 �ISSUE #8 JULY 1999 Security Deposits: What Tenants Need to Know (continued from pg 6) statement of condition. Ifthe landlord deducts any money for damage, he must give the tenant a list in .. . ' wntmg, statmg what was done to make repairs. This statement must include copies ofbills, receipts or estimates proving that the landlord actually spent the amount ofmoney claimed for repairs. 3. If the lease calls for the tenant to pay for part of the real estate taxes for the property, the landlord may deduct for unpaid taxes. -+ KHMER LOWELL QUARTERLY MAGAZINE the tenant the amount due to the tenant within 30 days after the tenant moves out, the landlord must return the entire security deposit to the tenant. If the landlord did not put the money in the bank, did not transfer the money to the new landlord, or did not pay the tenant within 30 days, a judge can order the landlord to pay the tenant three times the amount of the security deposit, and tell the landlord that he must pay all of the tenant's court costs and a reasonable fee for the tenant's lawyer. Example: The tenant moved in and paid the landlord a $600 security deposit. The landlord did not put the money in the bank. Ifthe tenant takes the landlord to court to get his deposit back, the judge will order the landlord to pay three times the deposit, or $1,800, plus whatever fees the tenant paid the court for his case, and a reasonable fee for the tenant's lawyer. E~ample: You rent an apartment for $600 per month, with a $600 security deposit. When you move out, you owe $50 in rent because one month you only paid $550. The landlord can keep $50 from your security deposit, and must return only $550. Example 2: The tenant moved in and paid the landlord E~ample 2. You rent an apartment for $600 per month, a $600 security deposit. The tenant moved out. The landlord did not give the tenant back his deposit, or a list of damages with the bills and receipts. Ifthe tenant takes th~ landlord to court to get his deposit back, the judge will order the landlord to pay three times the deposit, or $1,800, plus whatever fees the tenant paid the court for his case, and a reasonable fee for the tenant's lawyer. with a $600 security deposit. When you move out, the landlord must spend $200 to fix things that were broken and were not on the list you got when you moved in. ~e landlord must give you $400 from your deposit, and a hst ofthe things he fixed, with receipts and bills for the $200 he spent to fix them. Example 3. You rent an apartment for $600 per month Example 3: The tenant moved in and paid the landlord with a $600 security deposit. When you move out, th; landlord must spend $200 to fix things that were broken, but some ofthem were on the list you got when you moved in. Only $100 was for fixing things not on the list. ~e landlord must give you $500 from your deposit, and a hst of the things he fixed, with the receipts and bills. Ifthe landlord sells the building before the tenant moves out, the security deposit has to be transferred to the new landlord, and the new landlord must give the tenant a letter within 45 days stating that he has the security deposit, the name of the bank and account number for the new bank account, and the name, address and business phone number of the new landlord. The old landlord continues to be responsible for the security deposit until it is transferred to the new landlord. What if the landlord does not follow the law? If the landlo:d does not put the security deposit in the bank, does not give the tenant the itemized list ofdamages within 30 days after the tenant moves out, asks the tenant to sign a lease giving up any rights under this law, doesn't transfer the deposit to the new landlord, or doesn't pay a $600 security deposit. The tenant moved out. The landlor~ gave the tenant back $200 from his deposit, but no hst of damages with the bills and receipts. If the tenant takes the landlord to court to get his deposit back, the judge will order the landlord to pay three times the part of the deposit the landlord kept, or $1,200, plus whatever fees the tenant paid the court for his case, and a reasonable fee for the tenant's lawyer. As you can see, the rules about security deposits are complicated. If you are a landlord, you should have a lawyer advise you on how to set up security deposit accounts and how to keep proper records. The cost of this advice is probably a lot less than the cost of being sued for even one mistake. If you are a tenant, and you have questions about whether your landlord has handled your security deposit properly, you should speak to a lawyer. You may be entitled to the return of your deposit, or more. 15 �tfls'i8:ttHUHl'ictru~:m~ffo? <nanfhiti's ~) u Lu CMAA's Khmer New Year LCil ri nriL~ itn l'.!l ri ~ nq ti~ ti un t81i:i mem~ t11tt:1 ruuq11 ri r.mti G.Jl fiimnr:l1LCilri nri asit:ts r:l1 LCilritt:1 rur:l1m fii~ fii~ :u[j t11 '1 qti1t11: tt1 ru~llit8U §lUtl l'.!l nuri til'it'itUl t11 gHu~ l~StMJU Q_Q Uvt'i t'it'itSl:Ht'iijt'i~rug:'1 UQ_QtS1:L~SmtiHt1SlHSHut11UJ8 Sb tru2~tiLrnWfiJCTSleilHS1:'1 '1 tti~fiig:astg~tru:rntm: ijt'i r:lruct:mGms ,iHim1ruwnritm :an1rnCil s '1 mruHnr:lrurruti (iJlritm ~ fii~=LniLutiruu~1rinritm:tmijn~ rug:sm '1 ~ G'Jg: ff1Gt:lt'it111'i'1..!t11£u:t8Hj~ t'iW nti + '3- tuct:tt:Irumir:lrutmdrnri "'c:.1 b- mt(jlt'itUl'iMltt:lruHS(jl8f'itit81t'i tiu '1n.n run '117: '1.JnU 17 mms~ru '1 tti~fiig:mriLCilrinrit'JntimtCilritan mriL~iMru mfl1~t1115Jt9'1ijn~rug:~si~Btt:1ru~G21ti tuit11Lnsm1~ruqru'1 qtimnns l~ SU~lffiHtiUMl Stt:1g rur:l, ru Qf'ilJ[jl s"'11 Stt:1 ru Uq]lrirJ1~ '1.ig :~ nr:ll(jl sci Ml ttJLCil ri~ruti ~ sw ntimsg t'l1 qrutm:tt:ts'1 m- utit1§1'.!11~:tm: tti'11smnyru~gru~:nl~sl5Jtil'igru~: utit1§1'.!ll~:'1 21titLmt:tts:~r:llqmU1i£:~n~tf1t1LCilrinri: 9.'3- tutrum-Ht'ir:lruct:t:trutrJ tiomiruif ntrnrufo tuirunri ' @oot:1ruif wntimrnGmnct: '1 tmm rutruin-Hm1mrntruin ijf'it81drnrit~~: dO~qJ1J ~ttrn:truli'i-ijf'iUtitflHtti ddo ~qJ1f~t11fo tm:~fii~:mGt:ln~n dO~qJ1f~tCilrinri'1 rntns tutiru dcto~qJ)r ~mruin-ijnsm'1 u 9.b- tutruin-Hnr:lruct:tu @oot:Jruif t:trufo tuiwnri tioo ~qJ1f wntims~1121n~:'1 tmmrutruin-{fnfimm ~fii~=L~s tlMl t11HfiJ$boo. oor:l rur:l ruiitt:J rut:vritun tt:J rumstmnti mflnmrnrutruin-ijm1~ru tm:~fii~l~iLUtiru ~oo~qJlf tStCilrinristiutn1ijtt:1rumri(jls~ruqrutl'.!lrumsuM1stt:J H1ti m~ructtitBt:tjuqp rim mriCil stl Ml rutrumi~ R1q rutt:t s '1 9.m- tUtrulf'i-Ht'ir:lrui::i:rltru @OOt:Jruif tuit11nri @OOt:lrulJ wntimrnGmnct :wtuti '1 tmrnrutt:J rutruin-nm1mrn mfii u ~=tLfinfiiboo~qJ1f wnti~ruqrumfiiijtr:lru(jlritun'1 qt~m fiJ(jlMtUi'i~llirl~ 8~Hl snritm trunyru SJltt:l rutrui fi-iji'i tmru tUlt11imrum '3001:lrulJ mMl:runUGMlrutrumi ~ruqrumfiim1tt:1ruas(jlsq:qti~titrntm: '1 ~ty: ~fii~:L~s m doo~ qJ11tSLCil ri nriamrui f'i-ijl'iSffi tui ruutn JG Ml lli ru trumsg R1q ru ml:l tm :nl~smtuti rut:tmrui n-ijmt:11 '11 Celebration 1999 ~ q .:,p, ,:) t I J Je.l t I J V 1.1<11 I c:Q q :J I c,f ec:=, e,I ., _, - CIU The Cambodian Mutual Assistance Association held its annual New Year Celebration on April 9, 1999 at the beautiful historical building on 165 Jackson St. The event was a great success and approximately 700-800 people attended the day event. In the evening approximately 300 people attended the Khemara Restaurant where we hosted dinner and dancing. u J IJ - I e e,/ ~ We at the CMAA are trying to pass on our culture and traditions to the next generation. At this years celebration, many of our youth community members were involved in participating in the events. With that in mind we created a fun filled day of activities. The celebration began at 9:00 A.M when many city officials, community members, board members and CMAA staff gathered for the raising of the American flag. This ceremony signified the official opening ofthe CMAA building. Many city officials offered words of kindness and generosity. Then at 9:30AM. guests were greeted into the building and were showcased to the many different displays that depicted the programs at CMAA. Thereafter, they were lead to the great hall where they offered food to the monks. They accepted the blessing of the New Year. Afterwards everyone was treated to a feast of traditional Cambodian food, which I might add, was very tasty!!!!! Around noontime, the Chay Yam group paraded our guests out onto the CMAA' sparking lot, where a stage was set up for traditional dancing and a modern band. Guests were entertained by the Friendship Dance Troupe the performers were the CMAA' s youth group. Among the dances were the "blessing dance" and the "coconut dance". In between the traditional dances, the live band entertained the crowd with "rom vong" and "ma re zone". The day events ended with the Buddha Power and the Next Generation cheering the audience in their rendition of break dancing. A closing remark was given by the Executive Director, Samkhann Khoeun. He invited everyone to join the evening celebrations at the restaurant. I 0 u CIWC:..U"' IP>I U l"'CIU Cl (,t CIU'15Y IGVU U Cl I.I I ~ - I"-' '1 q c,I ,:, ., U al " IP,, o d .) • I I q I"' (A e.l _, --9(,4 '. e.l F\.l'l J ByPovYe 16 �ISSUE #8 JULY 1999 Lowell Community Charter School In September 2000 many of our school children will be able to choose a different and new unique school. Parents will be able to give their children a different form of education that is sensitive to their unique culture. Lowell will be among many other cities that have recognized the importance of a charter school. In January 1999, the founding coalition of the LCCS was awarded a charter by the State of Massachusetts to design and operate a K-8 elementary school in Lowell, Ma. Their goal is to focus on the academic and social needs of immigrant students and families; and dedicated to validating and incorporating the strengths ofhome cultures and languages within the curriculum. The idea of this school grew out of community meetings which brought the Southeast Asian and Latino community members together. On several occasions last spring, they discussed a community solution to local concerns including inter-ethnic youth violence, the breakdown of the social fabric of the family networks and mutual support, and difficulties in community-school relations. Their mission is to prepare a diverse cross section of Lowell's children for success as students, citizens and workers by providing them with an ambitious academic program in a supportive and challenging, multicultural learning environment. Their highest priority is the promotion of academic achievement for all students in each of the areas addresseed by the Massachusetts Curriculum Frameworks including: English, reading & language arts, and writing; mathematics, science, character & ethics, health & fitness, world languages, art, and music. KHMER LOWELL QUARTERLY MAGAZINE will be demonstrated in measurable terms to parents, students and the community at large. Their ultimate goal is to give Lowell youth an opportunity to have a choice in which they can obtain a better education. WE THANK YOU BOSTON FOUNDATION for making our Big Apple Circus trip possible. The Boston Foundation kindly donated $3,200 to the CMAA to purchase tickets for our clients to attend the Big Apple Circus in Boston . We were able to buy 195 tickets for our clients. On three different dates clients from the Young Parents Program, the ESL/ Adult Education Program, Monorom Program, Youth Services Program, Citizenship Program, Elder Program and English for Employment Program went to the Big Apple Circus. We took school buses from The Lowell Community Charter School will place special emphasis on the history of immigrants in America and on the culture, language and experience ofthe Southeast Asian and Latino people who comprise a substantial portion of Lowell's present day population. The School will actively promote discovery and creativity in the learning process, and will integrate the use of technology into all aspects ofinstruction. There will be longer school days and extended year. Student achievement the CMAA to Boston. The young children and adults thoroughly enjoyed the performance. We were entertained by the Liaoning Acrobatic Troupe, canine capers, equestrian display and a tight-wire dancer, the amazing budgies, a stunning rendition of Bolero and a clown that did bungie jumping. All in all it was very entertaining . 17 �Attention Cambodian Community!!! Did you know that family child care is a thriving home based business in the state of Massachusetts and across the country? Family childcare providers are women that are licensed by the state to provide childcare services for the families and children in the providers' own home. Family child care is a professional service available to assist the efforts of working parents to improve their families quality of life by providing quality child care services. Each day, 10, 000 licensed family child care providers across the state ofMassachusetts provide culturally sensitive and affordable childcare services to local families. Licensed family child care provides many Cambodian women the opportunity to open their own small business in their own home and earn as much as $12.00 per hour. There are also many opportunities for professional and educational development. Clarendon Family Day Care is a family day care agency with over 20 years experience working with providers across the state: Licensed family child care providers working with Clarendon receive the support and technical assistance from bilingual (Khmer/English) staff to help providers operate a successful small business. The training and support will insure quality child care programs for the community. Clarendon invites all interested Cambodian women, who would like to learn more about family childcare to attend a free training (Date to be announced.) The training program includes 6 weeks of 3 hours Saturday morning classes held at the CMAA in Lowell. Classes will include the following: Running a business, record keeping, taxes, and insurance Health and safety in the day care home Communication (working to meet the needs of children, parents, and providers) Participating in the USDA Child Care Food Program Developing an educational curriculum for children in family day care Are you interested in becoming a licensed family childcare provider? The cities ofLowell and Lawrence need many more Cambodian Providers to serve the needs of the community. If you are interested in the training to become a Clarendon Provider please contact Angeline Lee(Cambodian Outreach Worker) at 454-3026 Ext. 17. We are located at the CMAA building at 165 Jackson St. Lowell, MA 01852. 18 �ISSUE #8 JULY 1999 KHMER LOWELL QUARTERLY MAGAZINE tn trui M-1;! nm 8 tw1ut9f11 mttf1 girt mrm a~: er w1 ~ 21u1t81 ttit11 ~18 am LI .:, 0 .:, I ~ 11 t ti run ri, ~ t n rJl n rui (t1 t 81 t ~ a1 M ,:Joo ✓ ,:J le,/ O. llil (t1 nJ 8 ~ t 81 ~ t 91 tJ ~ LU t g eu '1 e,1., I V ,J 0/ !f!iidfll!Jfflltftifjllfllf£IJ!llfllltlllJ!fl8tilgTlfJltilfi[!Jfll§ig'lfllJll!Jffll!fJljl81fflilllJ71il1 lfi,'Jltlltfftfflfli:1un/8s1ffmgllflllflt11/f1J 1 IQ /:Ye? 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I would like my advertisement to be: Size Price per Quarter Back Cover $150.00 Inside Back Cover $100.00 Inside Front Cover $100.00 Full Page $80.00 Half Page $50.00 Quarter Page $40.00 Business Card $25.00 Business/Organization: _ _ _ _ _ _ _ _ _ __ Contact Person: _ _ _ _ _ _ _ _ _ _ _ __ Our Ad is: a camera-ready copy Address: _ _ _ _ _ _ _ _ _ _ _ _ _ __ an enclosed typed copy. City/State/Zip: _ _ _ _ _ _ _ _ _ _ _ _ __ I understand that a camera-ready copy will be translated and designed for Phone:L_) _ _ _ _ _ _ _ _ _ _ _ __ an additional cost of $75.00 Fax: ~ ) _ _ _ _ _ _ _ _ _ _ _ _ __ not ready yet, but will be sent by _ __ (date) TOTAL PAYMENT ENCLOSED: For more information, please contact: $ _ _ _ _. _ _ quarter(s) = _ _ _ __ X Vincent Un, Sam Sok, Bora Yi, or Pov Ye (978) 454-4286. Deadline for submitting your advertisement: w ITT ti a t 3 1t ttJ' il t s11 il' 11i tf t1t ru, n -u n Feb. 19, May 21, Aug. 20, and Nov. 19 of each year. q ~ t mrn ta L~ m t1 '1 Please send your advertisement(s) and make the check payable to: ,. u t ft 11 §. • m1 tm ru rn tu nti ,. rHu t ft w, tn tita,il G:mo tfin tHli ta,il d:00~111 '1 fiJ aU t rn m 91 ri g il ITT a 9 Hl.l tl HU 3 ( ~ tu G) w~ Cambodian Mutual Assistance Association (CMAA) Attn: Vincent Un 165 Jackson St. u Lowell, MA. 01852 Tel. (978) 454-4286, Fax. (978) 454-1806 u .:it waurnrui U 21 I �Q "~~e~m~~ru ~ :J ' ~• ~ Harvard Vanguard Medical Associates Chelmsford do e. e, , e, 0 d :, 81 SLfH\Iilttl 9JHt:awli:ltti Si:181 S,tfWfilLtlUITl-wt8iQi:l 9tit~'W Hi:11 tuU\Illi '1 Ltit1Ji:lt8iQi:ltit~ut81 ~t1rn srni:lti¾ :, 1 oe, di I :, c:::Y e,,. e,,. tti 9JtH ruti s£1Jtl.JlCil ruwg~tm ttl 9Jtj81J cs e, ~ e,,. <=:,I tti 9JLt\! <tHrutgjtrn ~ sutn t1Lt\!) tti9JJ'anci Si:lijtitl tit9 ru31i:ltti 9Jt~Ji:l ~ '1 e,,. -~ e,J cs :, tJ'wurui£1JUruttui:l g g rututisJ'uruirn 81 ru8mti tH rutGrnHtiti ~ c...\ W U I A,J'"l __, Ltit1Ji:l HARVARD PILGRIM (UTIUH tlijlliL~H) SilLtit1Ji:l 8181 '1 fiJH ~J t\JfilHtitm t~ts ~ te3HJ5JE-w8, t~tti g ~ ru tuti §J'U~rn 81 ru 8 m ti Ju t\i t rui ti -}.i ti u rih-w '1Jl1 '1 I <=I ...._ ttui:l Ntfl swru1tiitl.JlCil rutqJ-w ~ t9j£'ifj8wl tgmJtlNLGCiltl-mtiruJtru, G1N§lli19J1 Ml(~, g ~ rutarutn-wtifl mas tutiNtJt8ittl lliHtittl 9J, Si:181 SijtitG ~m Mt§J Si:ltruJS rut9j£'iwi:l tHJ '11 e,,. 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The conference was regarding the summer camp, known as " Future Stars Sport/ Leadership Camp." It will start its second year on Monday July 12, 1999. At the press confrence, many main supporters showed up to express their appreciation. Many of the supporters of the Future Stars Sport Camp include the following: Eileen Donahue, City ofLowell Mayor, Christine Cole, Police Community Liaison, Judge Wolf whose son is Matt Wolf whom will be one of the main counselors of the camp. Also, the CMAA and the Future Stars Camp was funded by the Red Auerbach Youth Foundation and the City of Lowell. Many of the supporters believe the camp will be a big hit and all are hoping that it will be a year round event and not just a summer program in the future. The camp also could take a great leap in the future, of making this first Southeast Asian camp into a camp of mixed minorities. This would be a great idea, for it will bring the community closer together. But right now at the moment, many of us, especially the peer leaders who have been counseling the camp are hoping that the limit of 50 campers would increase because many want or had signed over the limit already and it is pretty hard to discharge them from the camp. The camp will start on July 12, 1999. The hours are from 10:00am-3:00pm. Thereisalimitof50campers. The camp will be going on for three weeks. During the three weeks, the campers will be participating in many sports including swimming, playing soccer, and many other sports. They are not only building up their health but also their leadership at the camp. There are special guest speakers such as Michael Ortiz of the Middlesex County Disrtict. w m et at 2 st m t s1 sil' t1i tf t1t nn i, -u i, il q ~ t mtu ta ttt zn t1 '1 c1c1', m nm ru tut tr i, t1 t 11 t1 fi t:J ru t 11 w, LN tit a1 il G: mo tti i, r:Hu d: oo ~1 ti '1 - e,J e,J ,,. W HU t TT1 m 81 f'i 8 il Ci1 H 8 S'11tl t ru 3 u w.-., u ~ Also not to forget, there will be a lot of fun! Each camper will also participate in the field trips to the Museum of Science, Canobie Lake, and the Aquarium. Fun and Education are all in the package of this camp. Thank you to all the supporters and many others that helped make this camp possible. WHUSeirul U I 24 �ISSUE #8 JULY 1999 KHMER LOWELL QUARTERLY MAGAZINE BOARD OF DIRECTORS/ ~m~:,iijffiimW:i .... Chanrithy Uong, President Bophany P. Beiferman, 1st Vice President Sunny Leang, 2"d Vice President Thomas Stylianos, Secretary William Tith, Treasurer Thel Sar, Assistant Treasurer Chantha Bin ThysanSam dministration Michael Vann xecutive Director: Samkhann C.Khoeun Pahim Kay eputy Director: Sothea Chiemruom Ken Niceweiz iscal Manager: Thirith Hut F. Nelson Bums evelopment Director: Joseph Sexton Mark E. Goldman dministrative Asst.: Ronnie Mouth Bunrith Lach eceptionist: Hoeun K. Tang outh Services Program irector: outh Assistant Director: Arn Cham-Pond ase Manager: Sayon Soeun outh Worker: KamsortMao outh Worker: Elder Services Program Lorraine Cordeiro Tony Roun Coordinator: Asst. Coordinator: Coordinator: Pov Ye Hong Net, Timothy Mouth Community Service Employment Director: Montha Um Community Liaison: Anzy Khezami Director: RanyHim Samath Maung Maridy You Case Worker: Sak Seang hmer Kick-boxing: Brian B. Chen Case Worker: Danny Dy Div raditional Dance: Samuel Sok Monorom Family Support Program Neda Nau hmer Language & Culture: Paul Yin Environmental Health Project Bora Yi quaculture Project: George Clark Outreach Worker: omar Day Care Center irector/Teacher: Samuel Sok Instructors: Chuck Sart, Ang Pheng, ChhorvyChhay, Vincent Bona Un ob Developer/Case Mgr.: Bora Yi Asst. Coordinator: Margaret Lavyn Tham ob Developer/Case Mgr.: Sak Seang Citizenship Assistance Program mployment Services Program irector: Thy Erika Chey Samnang Mam Young Parent Program YPP DirectorITeacher: Alison Gervais YPP Assistant: Lillian Pelletier English for Employment Program outheast Asian Water Festival Project: Coordinator/Teacher: Khan Chao uilding Development Manager: Daniel Bumegin 25 Danny D. 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L<9WELL, MA 01851 M~Add#-~: P.<9. 'Bo-,u 8615 Loweli, MA 01851 rei.: (978) 458-8809 (978) 970-0955 fcvµ: 8§ HlJl[il rut~ liruStru~b o e:,J II c:::,I c:::,I mSffitrl 9jcl Slffi ~ tfj rum S rnstltrulwS u O O c:::,I I O c,,. c:::,I ;) d1tu~ Sl]l '1 trubm sm ~ s 9tsu~ i:unutv.; tUl rum sq~ru11t~s~ ru o., trui 11-~115Jbl rururu s bU\! ruql)UL?:Jtri 9Jt9Jeiwb '1 t1tmi11ub-g s tfj rum SU&U7t~ Nllil scl s~tSi 9Lf1b ~Jtsrutrubts ~ trub~ mm ~ stm-a11fj ru~ ~tSiL?:JUtri rutfj ruLeii~utri 9JU:h rua SLilGLrl ru '1 I I c,,. u U I I I :) c,,. I u M<9N-WEV-TTlU'RS-F'RI fvo-rw 9:00 AM LO- 6:00 PM <9pe;n,: rues. for w fvo-rw 9:00 AM LO- 2:00PM mo-v~ u \{o·nnat-'io·vv, p"Lecwv cont-cu:-t - ClJH mri 9w fi ¾ H 1 l--1 r,ke,, l - - 1 ~ l--1~ or 13ophcv l--,to-uk✓, Khm£v Stet{f '½, II II tr:U1fi tafiru arununs, m-wun u u c;;, c,. .:, fil at ruin-« ntil 8 ~ SLfin ru 11 ijfimw QCD. tfN, q~ruNqF t m ru w1 eu: t CuJ rum u ~ ts : ! ! ! - u ITltHHrurl: (G{ruG) GdG-GGOG\ u c:,t U9U\JU (G{tlfG) G{tlfo-oG{dd ..,_ u 27 - Cu HHS tiI nil 9I n wl H 8 ! U I I �CMAA Participated in the All-America Cities Competition! On Saturday night June 24, 1999 at 9:30 PM Lowell was named one of the ten All America Cities. The CMAA was among the many delegates that attended the competition in Philadelphia, PA. When the announcer said the words "Water Festival" we knew that Lowell had won. Everyone hugged each other and some people cried with joy and amazement that we had actually won. take notice. We are not a perfect city but we are an All America City. Lowell is a city that is still working very hard to improve the quality oflife for the community. "Water is life and there is a lot to like about Lowell" and as our theme says, "We 're in this boat together." ByBoraYi We were very happy to be a part of something that was larger than ourselves. We were part of a proud community that represented ourselves with pride and dignity. The judges saw for the very first time in the three years that Lowell had been a finalist, that we were really a united group and not merely a collective community. mm; nhmi tw)s. ritiJ1 ~n tfi Sw rrm t1r:JtE1rnjt1Hnflmi1tlJtHu {!nrl rltjMums i1 twHir:ltut8ffi1 1thru 3~m nHi ml.1 [!J tHU " w ALL-AMERICAN CITY They recognized our three main components in the competition; Community Policing, Joint Youth Commission and the Southeast Asian Water Festival which the CMAA is one of the major contributors in sponsoring the event. The judges saw that the Southeast Asian Water Festival brought together between twenty to thirty thousand community members to an event that lasted for six hours. t81 8[!ii1 Philadelphia, PA mruflt3H~81 '1 The CMAA is now making plans for improving itself over the next five years. Our goal is to make the CMAA a better and stronger part of the Lowell Cambodian community. The first part of our plan is to make a list of The following people were part of the delegation that the CMAA sent: Board member, Rithy Uong and his son Ravy Uong. CMAA Executive Director, Samk.hann Khoeun. Staff members, Sak Seang, Bora Yi, Pov Ye and Arn Chorn-Pond. The youth from the CMAA's youth program included, Sophath Pheang, Sarath Rem, Kon Poev, Phea Kim, Sary Roeuth, Roeun Hak, Heng Chhay and Nora Tang. All of those who attended were grateful and thankful for the wonderful experience. the problems which affect the Cambodian people living in the Lowell area and to explore the causes of these problems. Once we have a list of the problems of our community members, and the reasons for these problems, we can begin to create programs to help people suffering from these problems. We are inviting all members of the community to participate in this project. We want to hear from as many people as possible. Do you see a problem in the community? Do you have an opinion about why It was such an honor to meet the other twenty-nine city finalists from across the United States. It was the community has a problem? We want to hear what you have to say! We have survey forms for anyone a learning experience to know that we shared a common goal of serving and improving the community. In our eyes, they are winners because they opened their hearts and shared their cities with us. interested to fill out. If you want to fill out a form, please call the CMAA at 454-4286 and ask for Joe Sexton, Development Director, or come to the CMAA office at 1 65 Jackson This is a great accomplishment for the CMAA and for the city of Lowell. Our future goal is that the Nation will Street. 28 �ISSUE #8 JULY 1999 KHMER LOWELL QUARTERLY MAGAZINE WHY ... ? (UflEl/!J7Dllib!;} mlm/ir;:lsmmst11dl,J1 1s:rRsmrl 1i!EJ181m!i'!illfl7llf 1r,J ,. ' • er '' r, mffl.Q'[09Lr'~m1 mrutr:l ruttujm'1 tu'1.1f'ifl gtu mti n4t1an1m i '11'i9'1[ilStfficlrn1immr:ltH1tsmtib ,,r;;, l..l 5V '\?7rimaS18mti"m-4t::iJ1 " .:, ~@ i d ft Fl st mruna tuitunt[il:fi Look! ... Look! ... Look at their nice warm smile While they are with their family . How about me? Why am I crying? And why am I lonely. t81W~Hndtlltm: ~ts1qt1tt1t1tn I 01 rn qt qai : ttujH m·mm.y: t£1 ttfl tum U[il sm.u mtu ru1 a ,3 e,i t§mtlmsmrirnjnl::ibiLUttflrumrin~rutuntmtffiltuHl'it9j?i ~QtlW~~o~ nt11fottujH~tul'itlt9j?i[ilScl'tucls:uul'ib9'1t§1 ' Sb r:l t'1.QH tu l'iH~10,7 H mcim.Qtu tu[W Ht 91 lliltl tLGS rnjmHl i mtl Everybody are surrounding With their cousins and aunts Uncles, mom, dad, and grandparents. I have no one, but friends ... tf:h wtu11m1n ttH4nanfl rn.1Jaw1m nmitlrn n nw1 run d ,3 • .;) e 1.:, d 1 GLl'it~ Hlt::imhttiru[jl s'\!7USltu'1.flhtr:lruITT Sl'ij1G1GSH:l ~ H(0{JtSl:NglN9St8J1t1H.tfltlHJltu i ftJffe 9Lr'tf/1//gl /iq)S £IID[/'f1,mu[!JHJ?HJl11fJ1m;J181 "mf#!i "/11mtJmstmEJdJUJ Oh, my poor home and family, How come you are gone so fast? I miss you in every moment, Still I see nothing but the past. ~mfflBlfft/1,1/[!},f/Jlif/lllllf/;lilflf ''[Jfi,, "s,,181ffof!Jo'£II u , u J7!}fi1Jlfl1 "Qm[!J "1 ' miru:utitmru "R!F" tS :[ilstmtuw1Lugru~s m1g,ri~: m".inw1 runGLl'it~F tti rutm guqJtlrirri tutmw1Lmg tu~ wun 1s!Jzmfflflll/!JStiff/[IMljlll;✓181m/i!'W£llllfflflfll/JU9tf{ 1 U§lcifl tuilllHtrulmrun gl:Jan Oh, God, why some are so happy, and why some are so sad? Why some people are ri6h and good, And why some are poor·- and bad? Why?... 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L 1 • tnmsus,mmrutz:!f'iQtfl? • tfi L~St~ ~ Gt~ GtU qi ~7 SLUrJ ~mtl? • LU(tj stu~ smfii i, UlGH sl:j7 StLUUf! mLm ti QM ': D t Lu t'f1(J, sf.! acJ m ti 8J rut s1 uw = ~ f!llr/Jftfllt'J,!788/J[i7J7J'tf,tj}11£1'l{flll8/_[11f.•-1- , • • I • twjfi.lnwtLuHnuti twjfi.lSlwtLU~ir;1m' fi.l~qti ITTriUfi mi utr:!rut:J1s~s~iwtr:!1mtLUf'i~11 /llld(ftf/JIJtiltiHJ/'il/iJ f JS U I t"J.jf'im ri '1.i trujnti mri LITT fii ~ fl, wm ITT fi.ltn ti, rn11 • tLUf'itSJw~t:J1rist1LG~: • tS16Jf!l mfi 1j rim 8 Cl~ ~7 fin m • ii mf'ijlwl t! m~ rn llJfi ti)w~i mri ITTJm 1m ti~ ti tumnri-tirmtir;1sm1msutRH riJ!:itH~mri11wLi'i"1Ji'l'1.J81ih:i1ruLuGi mwtr:irumnn-{FUCDts1 Qr'it:i\;[U~QtiLUGi~CtnuucJmni'i-tii'i'11 • s e: 30 �ISSUE #8 JULY 1999 KHMER LOWELL QUARTERLY MAGAZINE msG1fruGiruru~t5°iAru1:5"i~ms~m~ CMAA's Board of Directors Election mm: n~mn{1utlii~1filt[il :tf[l eits n.H:fltiHt~F ClJHdnu~sw1 cl ruiw t:1rurn.nn-tllil MLW ii~mH[il :tfv mLfl rut1 t1.Huma nmm: n~mr@ramtl §s t'tinti rum tiBt§ J'1 t~aJrrunillJl :d1 tUQw Stillil :n~mJruffi tiBt§J tUQw S[_fillffi S rrJQllil: ~rrnrn1 t • msm~tit1wft11 l:IOf!Ptlflwtm ' • m:mru1t2J swuwmru • msu 9mru1ms t111weit1fat11fv mHLii'V,wH§Jm m • '\!LtiG~UtJruffitiBt§Jtt:11 m~s tieiL[iliitUjsm • n1ei1£l1~1riq~B(lJ?!Jl ~ ~ .... eJ o. w r" e.. 11 Ool V ol 0 e,, c. :) C11 I o c::,1 I :, mLrut11tUl~ts: mtllilM-tllilMLru msmuiw11-w rrualliJ1 :w1mow Stillil :ii~m1rumtiat§J ClJB ff t1U B]Bli~ :tillll :mi ruffi tiBt~ J l5J~ S~ S t~ et_tffi 9G t3 rt ru1 tsiffrutlJt:ilSt 165 Jackson Street, Lowell, MA 01852, (978) 454-4286 "' s rH{3 gt~: tll1 ettu~ wt1 w wm ti nti rui: l'ifi mswm ti Ht~ s i1 tutti ij tf!J i1 tsi t ,. ., 0, :, t\jtiaf11 9~@ t3tHln I e, tillil :li~mH{1UGli~1filt[il :tf[leitS ruffitiHt§J ruHffmlln! U I 31 rw G tllli1tffii1 d: 0 O v �Are you eligible? Young Parents Program Now recruiting new clients What can the program do for you? Improve your English skills Prepare for your GED tests Get day care for your children Plan career goals Age 14-21 Pregnant or a parent Receive public assistance Have not yet received a high school diploma For more information contact: Alison Gervais Young Parents Program CMAA 165 Jackson Street Lowell , MA 01852 or call (978) 454-4286 to make an appointment 32 �ISSUE #8 JULY 1999 KHMER LOWELL QUARTERLY MAGAZINE EMPLOYMENT SERVICES Program ESP mruficllliTlcim'!J~~Gi'i8iH9'1tS: Hi'i99rutl'ruttJUG88'!JGD •• mri (LUtUlru@ • DD ffH't.n1) msmJ"1i2g~rurl§tu'1 t81Qi1fii'!J~~~ tS : tl§sruru•• rnCt.rnt9jri si1mtm'tirl§tut:/rutr.ons:it:Ji'1 ~ty: tu"1is mui'l-gmnsu~t81Qi1m1mm1mnBt1JG~t:J[ECt.rn '1.l!:llf:!Ht~sts9 mi1qitiru!:ll8i'i§1ffi~fi·t'1.1'1.11iftllt9jflttlrutlfit'1.!Gfif!il'mJJU(0(L!Ulf:i8S t~1~ttru ~i'i§1ffirl§tummrnu '1 i'i§1ffirn:tlfimnn-{!i'ir:htLGSW1i1 tlGr:h-iu ~ q .. "' ~ ... a self-sufficiency project By December 1998, 18,000 people were terminated from public assistance programs, including 6,000 families. This year, 1999, 7,700 families will be terminated from the program. ~. 1tl rnd JlU uti JtUjU rnmHllJ '1 l:l. 1tl rnu~1mutimrr:nrirnnJ~ msmrtlj' '1 '11. 1tl tuU~l t'f uti ITT1r:'t1 Jtr:'t1JLU:iij ITT till J '1 c:L wtutLlJlsintimnmi:umi:u'1 ... .,. ., So, if you need to find a job · to support your family, the CMAA can help you! ttfii1~!:llstung1rittvi1~rnjmBajgrnmJmrm-{!i'i5J!:ll8Gtrui:tgn 1£!1n:i~~Gr:h giritusmMHti-tE'1.l Si1g1ritU8~1iJt1r r:ht88'1 U§ltifi We can assist you with: 1. Job search skills; 2. Interview skills; 3. Resume· preparations; 4. Job applications; 5. Job development and placement. H(DUl.Jli'i[jl8G:tru.n:r:ht1ti1ttui18ttJitu mtu"1i8r:hHcJmnri-Hi'i!:ll8 , ...... "u .. u~ ijtt:1rumrigi1si1ntmmgjri c'm :rittffo~gmtlfim'timnntr:U'1 ttimn i'i-{!i'iGtiLr:h m1tim sut~arnjn Ct.JHmtjjmanmri 9i1 '1.1!:llf:iH fas tuitu'1.1Jmuf:lrunts rrn1tarlsrnmmHm iis-1s"1is nm g~m. ttii-m1, Q f-1§-Hlf.Wtm ttJT1 f!J718 (~ruG) GctG-Gl:JG@ '11 - " 1~, -4 U I We also offer other courses such as English For Employment, and Basic Computer Training to assist in obtaining more skills and a better job. After you register in the program, and if you have other needs for assistance, our ESP staff is happy to help you. If you need more information, please contact us at (978) 454-4286, and ask for Vincent Un, Pov Ye, or Margaret Tham. ESP clients attending basic computer training class. Standing is Vincent Un, ESP staff. Jobs bring value to life! 33 �4:"' dc,1 c,I t di o .:) e,I ,;,. c,I Oc,I ~~ ~- 01 rnan11:nnrnmnsa rnmm:~rn'11JSCT ttw1iu;u1rurnrurnrumil~mrurittrns~ut1Lt1~rmru1rnrumti u{jiltmi~nii~u L~"~'\!£ QntB1L~"~~ fint{jjiltttilttrirnmiunmil~ ... '1 ~ttiasittwl~1aitt rutnnrn stf{jiltB1L~"~ "J!tS: rn stjt'iwHIJrnnHuamtii mfi qi~ wmrigsgam Qilrn1:q§'l s t3 tS :[jl St96JH9 Wj'\JCiLCitiw'ltLGS[jl riu ti ITT ti [jl st96J~ffin ~rn1ntia smunri ~ mmu 9'11J'l" m ~~18ri Sil[jl St9 6JW~HH9 WjtS1ctUS miltm :[jltiUil ~JITl&lH9 WjtiiHU~G~il~w1rumu ... '1 mrimimtiittrumru2~rutswL~lHSilWUUH9WJtiitJtS1ilH1~~a ~tS1tmt\JXtxi'1QilffiX~llilwlS~'1 ~us ffi Utri tti rum th1.mil Lfi ~mmn~ lli tity il m :tS1 ic;m H ilLttUttl rutarumn :umti)il'n {~ W1 UTIJU t\JtS: [jl S[jl ri iltm ru llli'l llitlt~ttii'iUWllli:tlrn Wat!Jt91ttfl llintef'l lli '1 ~ty:Qil mamw miltLrn :~mm w~1mttrumc;rn StQ.JiltS1t~nm ~31iltnti tm rutiQil ma mil ~mL~silm ~srtm~ri i~ru[jlstrn ru~ilmri~amt1L[j!WL~mgw ttii WLmriut'JW-~ siluil-ysw~ tLm :iciwl~1a~mil ~ffi SttiLH'lHtti i:lUUUl'ifJ il '\J. il tt lliL&l :wl~ t'J Sila~wa "112 mm tS1 trutru'l ms :im'ftCJ.Ul: tBHJClJHLtl :u~m~ ~ rnu fll'lU~arJ~titliiltm Qiltu: ~ilm t'Ja 9WJ sti fijam~~ rnunu :tf{jil1ffi~arJ~m~mathm: ~ Sil ~mijiltm '11 1 O c,1:, .') I f-'o t I e,1 e,1 '"' o ~- I d ~ 01 01 ~ c,I OI di O e,I c. a~ I I From the Editor The rain is still dropping ... Everytime I am exposed to the news, either through reading newspapers or watching television, they are talking about the war in Europe, in Kosovo, or in Asia, in Timer, my eyes are full of drops ofrain... Although the fighting has been there for a long time, the severe events occurring in the past few months in these countries has cost many human lives. The war has left many sour memories for many people, especially children. Worse than that, the war has made society slowly loose its morality? The bitter memories produced by the war and the inhumane regime in our homeland, particularly the one in Pol Pot's time, are still alive in my mind. Bad dreams display those cruel events that still follow me on ad off like a ghost although those miserable things have been gone out of my life for two decades already. Therefore, as an orphan and victim of a war fought in Southeast Asia, particularly in Cambodia, I tearfully raised both hands to pray to the God to please remove all the outrages from all human beings and replace them with peaceful minds toward each other. 34 �11 1\.TBW PARADISE - . ~ , J. ~ BUFFET 1270 Westford Street, Unit 10 Lowell, MA 01851 (978) 970-2400 ; . -~~ .:·•·· .,;_ ;- y 1 BEST CHINESE &THAI BUFFET IN THE LOWELL AREA tiunan ~zechuan Mandar-in And Thai Cuisine • GREAT SERVICE, BEST QUALITY & TASTE BUSINESS HOURS LUNCH : MON · FRI 1 1 :OOAM · 3:30PM DINNER : MON · FRI 3:30PM · 1 O:OOPM SUN : 1 1 :OOAM · 1 O:OOPM CALL DAY DINNER) SATURDAY CLOSED CATERING SERVICE: Group Party, Baby Shower, Birthday, Wedding Graduation, and all other occasions. CONVENIENTLY LOCATED IN DRUMHILL TAKE OUT AVAILABLE �MAS STYLIANOS Atto rney a t Law ____ ..:tr _ _ _ _ • • • • • • • • • • • • • U~87Gff:f33Ui I Fi/3 ~7f:f g-]3[f:i7 ff i:1 ~ W lj S n:rl 0 .., L, .., Fi73f:1WftJ3fl.JHin&M;:.iM: f!f7 1,,/ 1,,/ " " ~ Fntf:JCJ:Jg-Jf:fg?ttntf:fifin w n FnifJWfi'h(f!nUJ7dMnJ7 0 .., ... FntfJWMffl.J& f/n8[ngn!t :111 ffr fiJ~ :1 t [t:fl :11111 fJJ7 fJ3M t[f!f7 trm:r:hffrmnrS~&llFni V " "' d Fnt l:1J7f:i7 mr:Ji Fi73[U Fil S&J f:J ftJ7 ftJ S ftf LY1rir:JngLq7riti Fnt • • • • • • • • • • • • • INCOME TAX BANKRUPTCY CHILD SUPPORT DIVORCE W ILLS & ESTATE SCHOOL LAW CRIMINAL DEFENSE INJURIES AUTO ACCIDENT SLIP & FALL AT WORK MEDICAL TREATMENT DISCRIMINATION LAW SOCIAL SECURITY NO FEE unless we collect money for you' 226 CENTRAL STREET LOWELL, MA 01852 Tel: (978) 459-5000 KHMER SPEAKING STAFF FREE initial consultation WEEKEND & EVENING HOURS HOSPITAL VISITS � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml19" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml19</a>. Description An account of the resource This collection includes digitized issues of the Cambodian Mutual Assistance Association of Greater Lowell, Inc.’s bilingual magazines <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em>. <br /><br />The collection is completely accessible on this site.<br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml19" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml19</a>.<br /><br />Note:<br />Additionally, digitized issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> from the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection have been added to the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Omeka collection so that issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> may visually appear together when browsing in Omeka.<br /><br /><br /><br />--------------------------<br /><span>SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea.</span> Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007. UML19. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Khmer Lowell, Issue #8 July 1999 Subject The topic of the resource Nonprofit organizations Description An account of the resource Khmer Lowell, Issue #8 July 1999, CMAA Quarterly Magazine. This magazine contains 36 pages. Topics covered in the magazine include: security deposit law, CMAA program news, education news, community news, health news, culture, and more. Creator An entity primarily responsible for making the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection Publisher An entity responsible for making the resource available Cambodian Mutual Assistance Association of Greater Lowell, Inc Date A point or period of time associated with an event in the lifecycle of the resource 1999-07 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 36 pp. Language A language of the resource Khmer English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml22_khmerlowell_issue8 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 1990-1999 Cambodians Periodicals https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/f6eebbaaa009ac025bb350709efe7872.pdf?Expires=1785369600&Signature=ga4uwT6TeHyLvOSPSUHku6d0p6SEHDiDxNZj6l2uoTLFg9KO7yKlJBpiNK%7E3wmOfquJdsI-7xrQfLRD7OkXcMnfMllgXWE9fNLu4-303rmbXHOtOOG1nx-CUdk8Vby7mtHjRcA73JVdVxReDMVCXOjzO9iAYN5G50ryZS9bDIQ3cBkA1c0GnaM%7EILRf9sp9aHqRtTUxNA76CAK7qYgYiJULSgd0hXBKc%7EIvtjsgANgNSRpbihODIAroBaB91IATtfuWnMrl5sWmM3xid%7Ety3vYR27Gy%7EkqmepUEZvMOC%7EngjY2fnzgwUtUk028v6bwt2UFs4ES0a6cA66oNdOMlcTQ__&Key-Pair-Id=K6UGZS9ZTDSZM 9865da5ccaba04bfaab54d17e4426df4 PDF Text Text Cambodian Community Center April 1999 Issue #7 �CONWAY I.N SURANCE AGENCY n I (! I ultle&1111lti111 ae,i Philip Sopheap Muth Representative Po.B·ox 1744 ·77 E - Me.r riniack Street . Lowell, MA 01853 Tel. 978-454-5054 Fax. 978-453-2480 �<> Table of Contents <> mt'imt{Jtl 0. 0. 1 0. 0. ., ., ruse;c1as9iU5nts~~ts1a;ur~scJU3ru ................... . II Letter from the Executive Director 0. 0. ~., ., 2 rusnC1CSS9iQ~~C1a3~£SSQ~ta3ru ..... ...................... . v n"" ~ Letter from the Editor 3 ~ts'lt9iQ~jC1a3~t~SQjta3ru ............................... . II Magazine Committee ' Immigration Law ClG~MJf!n52itSJO:J New Year Celebrations 0. Some people like winter, but some do not. Despite of its dangers due to heavy snow days, icy rains, and big storms, many people have a lot of fun since many celebrations such as Christmas, New Year, Valentine's Day, and so on fall during the winter season. ~ 4 Gjltsfft~1U5£a3~C 5 NEWYEAR CELEBRATIOM AROUND THE WORLD cs "' ., ., 6 9iUa3SC1C1£C~ts,a;UtSSQ~ta3ru ............................ . -..i "" ~ CMAA Programs "l'- 0 CS ,o 0. 7 ~nts1CH~9i1S~9iJl Htsi ...................................... . Education News ~ .-;,- s ~ntsic~ma;uc ................................................ . Community News Most of us are familiar with how New Year is celebrated in the United States, but don't you think it would be enjoyable to familiarize ourselves with other nations' New Year celebrations. In the following pages, you'll find articles written by our friends inside and outside of the Lowell community sharing their knowledge about their own New Year Celebrations. 01 9 c,c~sm~ ....................................... .-.............. . ' Health News cs Q/' 10 C1Q6tsjSU ......................... .............................. . Cultural Comer 11 o. V o. °"' _, tsa;rus,;~~a;se;rc~tsia;urss ................................. . , rn "" u n "" Volunteers 0.0. 12 ., rusn~tsmca;M:s,;umsc,ass,;~tsia;urss ................ . u "" "" Letter from the President of the Board Although Buddhism is practiced in most countries in S. E. Asia, such as Cambodia, China, Thailand, Vietnam, Lao, etc. they somehow celebrate their own New Year in different ways and times. For instance, Thai and Hmong celebrate their New Year on January, Chinese and Vietnamese do it on February, and Cambodian and Laotian celebrate theirs on April. When I interviewed Continued on page 9 2 �Khmer Lowell Letter from the Executive Director Dear Fellow Cambodians and friends! Greetings from Lowell, Massachusetts. For the past several months, the Cambodian Mutual Assistance Association (CMAA) has been so busy with a few new and exciting projects. One is the "Massachusetts Self-Sufficiency" Project: employment service and youth service programs. This program is funded for $290,850 annually by the U.S . Office of Refugee Resettlement (ORR) via the Massachusetts Office for Refugees and Immigrants (MORI) is designed to assist Cambodian refugees and immigrants whose benefits will be exhausted due to their time-clock running out with employment services. The program emphasizes on helping people to achieve their self-sufficiency. It consists of community outreach and education, recruitment and intakes; job counseling, coaching, placement, support, and continuous English education. Another is called the Community Service Employment Program, which provide subsidized employment to about 18 Cambodian refugees and immigrants to work in any public service agencies and non-profit organizations. Grant money will pay for all salary, wages and benefits for up to 12 months. The federal Office of Refugee Resettlement funds this program in the amount of $623,000. Yet another program is the Asian Refugee and immigrant economic and educational opportunities, funded in the amount of $100,000 annually by the Freeman Foundation based in New Year, New York. This program is designed to assist Cambodian refugees and immigrants to acquire English language skills, advance in their workplaces, and ultimately increase their economic standard. These three sources of funding make up more than half of last year annual budget, which was only $850,000. In additional, we are able to receive a few additional funding from other agencies such as the Theodore Edson Parker Foundation, Gardiner Howland Shaw Foundation, Massachusetts Cultural Council, and the City of Lowell's Enterprise Community. CMAA is experiencing a tremendous of growth within the last few years. Not only that the CMAA has been successful in fundraising for its various programs and services, but was also able to fundraise for its building development project as well. Speaking on the building, CMAA was fortunate in receiving a building worth $1.2 million from Courier Corporation of North Chelmsford, Massachusetts. The City of Lowell has been very supportive to this building development project. This is the single biggest donation from any donor. Furthermore, the CMAA had initiated the Southeast Asian Water Festival, which brought thousand of people from near and far to Lowell to celebrate this ancient traditional in the last weekend of August in the last two years. The water festival is the first of its kind ever celebrated outside of Cambodia, Lao, Thailand and South Vietnam. Looking into its third year of success, the Water Festival committee has been working so diligently to prepare this coming August celebration even a bigger one. We all should be very proud of this phenomenon success. Shall it be new social services and programs for our community members, or cultural initiative for our youth, or economic development for the our community, or even civic education for our elders, the CMAA is committed to serve our Cambodian Americans and other linguistic minority groups more diligently. I would like to express my utmost thanks to each and every staff, board members, and volunteers, for the all the hard work they had been doing to make our organization the best it can be in order to serve our community residents. Most importantly, my sincere thanks go to all the funders who had entrusted their trust and belief in us to carry out the programs and services. Equally important is my ardent and profound admiration to our elected officials who support us all along during the most bumpy roads and difficult time. Yet, among the many people who helped make my work possible are my greatest confidants-Sina Phou, my wife and my children, Vathana and Kalyannee Khoeun. My parents and siblings have unquestionably supported me along the way regardless of where they are physically. Thank you so very much for all your help. Our task of serving the underserved Southeast Asian population is not P.Ossible without you. Sincerely yours, ,Sa.mldumn, ~ ~ Executive Director 3 �Khmer Lowell Letter from the Editor At first, I would like to give my thanks to the Khmer Lowell Magazine Committee for all of their hard work in bringing this magazine back to the community. Secondly, on behalf of the committee, I would like to thank the Board of Directors at the Cambodian Mutual Assistance Association, especially the Public Relations Committee, and the Executive Director for providing their support and advice in making this magazine. Last but not least, please allow me to thank friends, Ms. Jacqueline Travers, Bartlett School Principal, Mr. Harry Kouloheras, Butler School Principal, Ms. Carol Sutton, Butler School Parent Liaison, Ms. Elana Killela, Seton Asian Center Director in Lawrence, Ms. Huy Nguyen, Saunder school teacher in Lawrence, and Mr. Ngoun Tea, and others for donating their work in this publication and in supporting the education of our community and our children. The goal of Khmer Lowell Magazine is to provide knowledge relating to religion, human life, and other important happenings inside and outside of the Lowell community, so that they may be used as tools to deal with life and business as needed. Furthermore, we would like to strengthen the collaboration in the Lowell community for the use of humanity in the present time as well as in the future. It has been nearly two decades since the Cambodian Community settled in Lowell. Due to the cultural barrier, most of them have faced many obstacles. However, they are adjusting well to the opportunities provided to them and are raising their families in the midst of turmoil and uncertainty with no complaints. One part of the Cambodian Community has already reached their dreams and happiness in life, while others are still adjusting and working towards improving their situations, such as learning English, getting their GED, going to college, and finding a job that they like. The old year has changed to a new one and left us with many wise ideas while the New Year is bringing many new opportunities and great ideas to the community. Therefore, due to the consciousness in loving and caring for our community, justice, freedom, and education of all of you, sir, madams, and miss, the Khmer Lowell Magazine will be worthwhile, lively, and interesting. Furthermore, I deeply hope that this magazine will bring happiness and help to further develop your roots in the New England area. I would like to say that it is my pleasure to be a part of this magazine. I am looking forward to hearing your positive criticisms, so that together we can make this magazine very beneficial and useful to our community. At the end of this letter, and especially in the year of Rabbit, may all of you be always blessed with the five blessings: age, wealth, health, strength, and wisdom. Respectfully, ~ 'IJ. fjfuun Chief Editor 4 �················•~&&&&~&~~&&~&~~~~& Afffdnutis r,;m n rrm nrtJ m }jnm7 u u u QJ ,§ }j ff ntf1s@i}j gy wm@Cff[fi!... 7fJUf! m~jftJf!Affti~:JffftJfjaftJ1fAf1ti[Jhmr[JifrJrm:@nUtfitiJ1UMffl51n fru?fi[Af ,.,.....~ rtimr:17fiM:nf!n71S~nf!n715f11~HAffS1n~n71f:!Wfimfi@ftJ'iZ1f!Jra1@rrfmrs:'1fftJfJ u· n .... '.J' (j mmrs:&ti1 fS1n~Z1f!Z1~3r:f7fiM7~~ff1enf11~HAf&S!ift5[JZ1f!Jrsu:Z1~8ft5f!HAf cs ....:, n ....:, v rMnrtimmfiM:Fif!m1mwn' mfirAfftfB?~rfinfimfifis~Mm1M: s~m~nrrriui u-· n -. .... a., Cf .... 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Cll ca 1 1 u tv d W -t I tv C1I I tv LI I F'1 u 4"CI ·u W u 6 ' �Khmer Lowell ~ ~ ~ ~ ~I ~~~m~G~~M:l'l:!ffiH'i:!ffi5~5i.s:J~~jm5~G~5~jforu ., Z7 ef.fnfZf5t'iillFi ITT rf fajj_- mnn f5t'i illFi ITT rf fa /j fJ7 /j rd illririff: ffi H-fit fi t LU1n Uln ri ff0 fff"iillnm rf fajj{rJ r;m Mliilfo.; Af: ttu-m1 mnnuu tfitin.l-mru(i}s mm mm tu-ou·n tL111riL"1 3'1.lt"1.JCJJ-Jn.ltH1 <9 fff"i illFi ITT rf fajj{rJ FiffJ ff:J'f7M7: tru1nrc-J t:iH- muntm tl.1J1ri twjs-nims U n t L1J1 ri fin iH\Jfi tL111 n ~ Hll s ·~ ~ r ~ tl.1J1ri fiS-U'.iltuiis unrw an-'is LJ Cl I u 'ii f5t'iillnmcffajjgz-,rfrjzjj{rJr;mnnr:Jnff mm ttu-m1 "9 U ~ U t=J U Pov Ye Peter Nhim Bora Yi Pov Ye Sak Seang Danny Div Brian B. Chen Pov Ye Pov Ye u Khmer Lowell Magazine is a quarterly publication fully supported by the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Your contribution such as articles, folk tales stories, modem fictions, poems, news, etc. are happily and gratefull)' welcomed. Please, limit the document to 1-3 ( 11 x8) pages, and make sure the name, address, telephone, fax, and signature of the author, or the responsible person are correct. We would like to inform all of you that the entire document be sent to us, whether published or not (depends on the policy and/or other reasons) it becomes the legal propert)' of the Khmer Lowell Magazine. Besides, we would like to ask for your good heart to help us by subscribing, or advertising, the Magazine just for your own or the community sake. Subscription rate is $0.99 per issue, plus shipping and handling. For your advertising, please, contact Timoth)' Mouth, Bora Yi, or Pov Ye. For more information, please, contact Mrs. Margaret Tham, or write to us at: CMAA, Inc. 165 Jackson St. , Lowell, MA. 01852 Tel. (978) 454-4286 Fax. (978) 454-1806 E-mail: cmaa@cmaalowell.org Web site: www.cmaalowell.org f}AfJS1i{! &fl Hlf &IW R gn.lJSl!~ mm~Jl lliLUfiit,ntn '1.l i:il ttl rut1jud tf{j ~ rn1 tumUl :n§mt-n§mssts gn.lJSli~ ttl rui:i1 lj~illritS '1.ltne!Ht£1tS i'imil l!JtlLU '1 ttuil ~ '1JH9 ~ LUttlltu tMH s n.lJmti silsi ruir~ rui ~ cl milG tm :ntru11 tuLeiti tmil ~Gi:ilH~ug d)iltUlil tfjil"-lHtu nru11~u tlfitnSSlSl '1LU'1 '1JHtH!fl n1nLUtiilm ni il nM1s1i! tu~ LriHtn <!l-m1hi'1 <o ui <!l<!l•B iim> tuitun.lammristma mJturns tru3guJt1 ~1M1 SilUl~trummni~HuilnMnm: 5Jfil SLriHL~i~il '1 ttuil sn.lHdnuu1 dtm :ilnM1mmmniunitru1niti ru u t~mmtuil§tSl: tm :fiq:fiJl tu Q§sq :~Jltufi ttlltuttulil tmmmmru'msruits9'1.lJSlt§rn : Q ttlltuM1q9tm~ru11 1i!tutSl: ilnMmnltSl :Rtr1 tui:il '1.lHj~ttlffiG_ptimni 9"lJSl t§t£11!Jtirutuitu'1 [}AfJS1i{!fauqfimmJ11tJff£ndrifi1J1 aj)ilrnjn ttuil §'1JHHrntmS§Si1nfin~t~~1mniunimnntru1 "L"1i sil mil ntJJHn il unit tJ ru i:i1 rn rui H '1J am !fl~ turn m Lg g n.lJSltg tS :ttll tuq =~Jl tum ruig ri§tEaji:i1H~Luttu1i:i 8ili:il"-lUlLUttuli:iS~ilttl1'1 t1&f!ltJJ' $0.1111 (!/Jf!Wf'jf/W JEJSIJ&u&ffi1 rftm:rftmq_pwmfliiJ1f1fjf\Jf:1H;fllf!}{}1rfglJ tru1n ~n-fit,!fi "t.1J1 tfi-rJn Q"t.1J1 mtm-i tfi1trdtru1n-~nGtiLi:i1ut1nm sut~Hrnjmm: '1JH mtflm mri 9iltmtL111nL"1 t:i§-mq:pim-i 1'4 ~ ttu il §msu (\J tu~ s sil ~ s(\J8 ~G mil tLmms : ,umnEJ&flUlJ&lm <!l@d ~1mn"1s l!JtlLU H1MLUJ"1t:i O<!JGdtl ~i(IJ8 (~tllG) GdcH~tlG@ ~1M1 (~tllG) GdG-<!JGO@ rrf"imnfrJntJ wii/j mrr152 2 i tL111nL"1 t:i§-mq:ptm mm ttu- m'1 Khmer Lowell Magazine Commitee Editor in Chief; Margaret Tham Assistant Editor: Joseph Sexton Production and Lavout: Lorraine Cordeiro Sothea Chiemruom English Associate Editor: Alison Gervais Rosemary Costello Cambodian Associate Editor: Samkhann Khoeun Margaret Tham Cambodian Font Typists: Ronnie Mouth Margaret Tham Advertising and Marketing Manager: Timothy Mouth Bora Yi t:iH-Hltrntm n "13GS-G u ~ Z7 ef.ffif/jfZf5f"iillFifJ7 rf fajj_- ~ <-t ~ s iii _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ... 7 -~ �Khmer Lowell IMMIGRATIONLAW YOU CAN BE DEPORTED FOR COMMITTING CRIMES! Last year, the Immigration and Naturalization Service deported 56,011 people because they had been convicted of crimes while in the United States. The number of people deported for that reason has increased each year for the past five years. Many people do not realize that they can be removed from the United States if they are convicted of many types of crimes. This is true even for people who have permanent resident ("green card") status. What types of criminal convictions can cause a non-citizen to be removed from the United States? A conviction of any violation of the drug laws, except for possession of less than twenty eight grams of marijuana for personal use is grounds for deportation. A conviction for illegal possession, carrying, purchasing, owning, using or sale of firearms makes one deportable. A new ground for deportation added in 1996 is conviction of a crime of domestic violence, which includes abusing family members, stalking, or violating restraining orders, and includes abusing, neglecting or abandoning a child. If you have been in the United States less than five years, you can be deported if you are convicted of a crime of moral turpitude and receive a sentence of one year in jail or more. A crime of moral turpitude is a crime which shows that the person who committed it is a person of bad character. Crimes involving stealing or lying are almost always crimes of moral turpitude. Violent crimes which involve the use of weapons or an intention to seriously hurt another person are usually classified as crimes of moral turpitude. Sex offenses are almost always considered crimes of moral turpitude. Traffic offenses are generally not crimes of moral turpitude. Whether you have been in the United States for five years or not, conviction of two or more crimes of moral turpitude can get you deported, even if you do not receive a jail sentence. There is no time limit on when the two convictions would count for deportation. Two convictions thirty or forty years apart would count the same as two convictions in the same year. However, if a non-citizen is charged with more than one crime which occurred during the same incident, convictions on all the crimes which occurred during that incident would be treated like one conviction. For example, if someone got into a fight with a group of people and was charged with separate charges for hitting three different people during the same fight, those three charges would be treated as if they were one conviction, because they were part of one incident. to return them to their native country. There are many crimes which are listed in the immigration law as aggravated felonies. The most common ones are: crimes involving violence or the threat of violence, burglary or housebreaking , stealing or fraud for which one receives a sentence of a year or more, any crime involving the illegal sale or distribution of drugs, offenses involving firearms, tax evasion involving cheating the government out of more than $10,000.00 of taxes, failing to appear in court to answer serious charges, lying under oath, or intimidating a witness in a criminal case. This article is only meant to give you a general view of part of the immigration laws of the United States. If you have questions concerning how these laws might affect you or a family member, you should speak to an attorney. On the other hand, if someone breaks into three houses on one day, the time which he had in between the crimes to think about what he was doing would probably be enough to cause the three crimes to be considered separate incidents. The most serious crimes which can lead to deportation are the crimes which are called aggravated felonies . Under immigration law, people who are convicted of aggravated felonies are treated differently from those who commit less serious offenses. They are not eligible for most forms of relief from removal. An immigration judge cannot cancel their removal because of hardship, with hold their removal, or grant them political asylum and refuse a "... conviction of two or more crimes of moral turpitude can get you deported, even ifyou do not receive a jail sentence." �Khmer Lowell r ·-=-~ ~ -~= -~- .-:. - .-:. = -~= -~----.----~- -~----~=,.- .~ ---~- .-.- .-:. - -~---.~ =,.---.~ ---.~- -~= .-.~ ,.--.~---~=,.~ ,.-·-·~==:.11 ~ = = --··~ [ JVew Year L'elebrations ~ ~,.',•,ccc.f . . .;ti. ~~. .o~. .!1. .?.~~~•? ? ~ ~ ? 1 " ! ; S ........S ... ,cc•; c,cc•: ,.....0: ..........0: .........!: .... ,,•: ,ccc,.O: ,=.O:. ccc!: ,,ccc~: cccc,.~ ,,cc,,.~:=,,,!: cc,=•: cc,c.O: c,,c.O: ccc,•: cc=•: cc=.O: c=c.O:. =!: ccc!: c : = Nguon on 02-15-99 about how Chinese New Year is celebrated, he agrees with whatever Hue said, because Vietnamese celebrate their New Year as Chinese does. For the 1999 New Year in Irish, according to Elana when she tried to get information about it in February, all of the hotels were booked up, and the cost for baby- ~ =.'l,J sitting was $79 .00 per hour!!! On the other hand, do you know that some countries do not have New Year? (not because of their religion, but they just do not celebrate New Year. If you want to know about these New Year celebrations, please read the following pages .. . By Margaret Tham ''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''~ l Cambodian New Year ~ ~ ~ ~,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,~ Cambodian New Year is a traditional ceremony that originated in Buddhism in ancient times. The New Year is celebrated to achieve the following 6 goals: To maintain and preserve the existence of our beautiful tradition so it will last forever. 2. To strengthen solidarity and brotherhood, as well as friendship among our fellow Cambodians. 3. To wish our nation and ourselves good luck and happiness. 4. To have fellow Cambodians and ourselves stay awake for every step of life. 5. To gratefully payback the favor of our living or passed away parents. 6. To support our religion (Buddhism) which we believe is the best way to achieve peace, security and happiness for human beings in this world. 1. The date and time we celebrate the New Year is not a fixed date. It depends on the number of days in the month of February. If February has 28 days, the celebration begins on April 13 th . If February ends on the 29 th , the celebration has to start on April 14 th . The time of such celebration is also varied depending on the availability of each New Year Deva (angel) predicted by an astrologer in charge of making our New Year calendar. The Deva for the year depends on the day of the week on which the New Year begins. The Deva will automatically come down to earth on New Years day to take care of human beings for the whole year. The reason that our ancestors chose April 13 or 14, for our New Year celebration is because it is the dry season in Cambodia and the crops have already been harvested by the farmers so they now have free time to join in the celebration. Generally our fellow farmers finish their harvesting business at the beginning of March. The climate then is mild, clear, and free of fog. Right after their crops have been harvested men and women, young and old, clear and clean the area around their homes and make their own stands suitable to welcome their New Year Deva. At that time, children gather together to play whatever popular games they wish. Buddhist monks are then invited to present the Dharma Citation and to preach to the people to educate them. Afterwards, people enjoy shows: Lakhon, Ayai, movies, dancing and comedy. Any celebration done after the 13 th or 14th of April is not called a New Year celebration. 9 When April 13 or 14 is coming, people in all areas of Cambodia usually get together and celebrate their New Year in their own pagoda. Traditionally and as rule, the New Year celebration has to be done by Cambodian people following a threestep process: First: New Year calendar (welcoming New Year Deva) Second: Vanabat minute (making sand hill) Third: Promotion minute (bathing Buddha's statue) If the celebration does not contain the three principal processes above, there is no reason for us to consider it as our traditional Cambodian New Year. These processes have been set by our intellectual ancestors and should be maintained by all of us, their descendants. We should not cut short any of the processes. Otherwise we will not be the bamboo shoots that grow from the bamboo. The celebration itself these days has less meaning than it is traditionally supposed to have. MAY CAMBODIAN NEW YEAR BE HELD ON THE DESIGNATED DATE AND THE CORRECT J:>ROCESSES FOLLOWED FOREVER. �Khmer Lowell 1999 A.D. The Rabbit Personality: The Rabbit craves company and needs to belong to an established crowd. Safely within their social circle, the Rabbits feel protected and secure; outside it, they are reserved and quite possibly withdrawn. However, even within the groups, the Rabbit maintains a certain independence and, though hardly extrovert, can often become the focus of attention by being visibly on the edge of events. Thus, a gregarious and sociable disposition does not prevent the Rabbit from remaining aloof. The typical Rabbit will be submissive, even humble, in a constant effort to avoid all confrontations. Happiest with friends, if somewhat inclined to gossip, this kind and benevolent lover of conversation, reading and literary pursuits may appear rather too meek but can be remarkably brave when faced with danger. Traditionally associated with clearsightedness, the Rabbit is an excellent judge of character, with an instinct for recognizing sincerity in others and an almost uncanny ability for sensing falsehood. In personal relationships, even the most innocent deceptions will be identified almost at the moment they are perpetrated. Another traditional belief accredits the Rabbit with the recipe for the divine elixir of life; and accordingly Rabbit personalities are often gifted healers, both of emotional and physical maladies. And 1543 B.C. transfer or authority. In the sphere of politics, this is not a year for dramatic change. Rather, it is a period of increased awareness and concern for human rights, the underprivileged and the victims of unjust treatment. Internationally, much will be achieved to help those in need. As the possessor of the recipe for the elixir of life, the Rabbit is credited with knowledge of herbal remedies and medicine. The Year of the Rabbit is seen as a suitable period for expansion in the field of pharmaceuticals or cosmetics, and dealings to do with herbs, drugs, or preparations of vegetable origin. Interest in alternative medicine continues to expand. Greater emphasis will be placed on family life. There is good news for those · wishing to expand their families this year. But for those whose involvement in illicit liaisons should ponder the Rabbit's procreative prowess. With regards to health, this should prove to be a recuperative year. But beware of the dangers of becoming dependent on medication. By Samkhann Khoeun What to expect in the Year of Rabbit? Generally, this is a year for diplomacy and persuasion. It is certainly not the right moment for trying to barge ahead, since this will only result in sterile and time-consuming confrontation. On the other hand, it is an ideal time for dealing with more agreeable nature, the exchange of contracts, or the peaceful On the front page of the January 14, 1999 Lowell Sun~ two .fitccs of our young Cambodians, ileld without bail for stabbing and killing a Laotian boy. A few months earlier, there had been other boys killed by guns sprayed from rival , PQ.erto Rican gangs. Our youth are killing each other! Like other cities throug!i.out America, this mill town, ·Lowell 1ias its share of the violence, which is reflective of the problems in our larger society. Guns are cheap and accessible to children here. Povew shows a wide inequity between people in a country where the bounty of its food 'can feed the world. Yet, people still go hungry everyday. Tliroughout the urban .. s ~· of America, drugs and domestic violence turn the innocent into murderers. In addition, raw footage of Hollywood movies and video games fill the minds of these children with heroes who destroy, bomb and shoot people for revenge. America's youth al"C".easily con.;vinced or swayed to fill the meaningless void with hate and rage. Without ·love and positive adult supervision to back and guide them against all these evils, they will pick up a gun, and when angered, shoot. In a city of 100,000 people like Lowell, when children die of violence, it is very disconcerting to people. The Cambodian communitybas more than its share of violence. People are plagued with remorse and sadness of nmltiple losses in addition to the suffering and the poverty they experience. It is here, in this iimnigrant city of mills and factories, ·that mothers and fathers gathered to raise their children from the war and poverty of their homeland. 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I ffrm"r@-frmAf7njmr/Jg.., rtiJuffcnnmfi1"Hftfrs: Sr..,ml3Cfi f!1 Srfi7 flJU M"ri illf:J rurMf'iH PifWnf n """U !!"1i ficrJ7d Hr~1r..,urtftJ:ff :jrs-Jq" fiJU11t3H1rf!inCfiUfMJ:'1 fUfMf'iHf'i OIi ll'Wl Of f!7SurruufiqprJEi7"rs:rt, ffiH7fJf!7S flg rut3 illfMf'i{!f'ir,[fillfiJf!70FifilfiJ11 &7 tifJ" MJrm: . rMnHnmCfi AflnfiJ1 ., ., rnm1mAfrMn{!f'if[Jfi'/SqJ7AfMAf'1 C, fi1gqprfmff)[JJ•iftJ:i s1M1ct3ru 11 'LUfLTt!ru,Blru at-Bla �Khmer Lowell New Year Festivities in Sierra Leone The New Year celebration in Sierra Leone is meant to bring people together from all walks of life. It re-establishes bonds, eases potential economic, social and political conflicts between villages and settles former and present disputes among people. The celebration also enhances love relationships and enables people especially the youth to form common ties. Religious activities are also observed during the festivities. Sierra Leone is situated on the West Coast of Africa. It is a small country with a diverse ethnic population of about four million. Early British influence in Sierra Leone started in 1787. By the early 1800's the country became a British colony. During this time the English established their social, economic and political order among the people. In 1961 Sierra Leone received its independence from Britain. Although Britain no longer rules Sierra Leone, its social legacy still remains with Sierra Leoneans. Our traditional val- religious ceremonies are performed by all designated religious leaders. ues and the legacy of British cultural practices continue to go hand in hand. During the months of November and December all the farmers in the country complete their harvests of rice, coffee, and cocoa beans. This is usually the time of plenty! Preparation for celebrating the new year in February are then made by the village elders (decision makers ) to host the celebrations in a particular village that could accommodate everyone. Word is sent out to all villages informing the people about the time and place. During the religious ritual offerings are made to the spirits of all dead ancestors, the gods and the earth spirit. The beings are believed to protect the crops for a good yield of harvest. Sierra Leone 1 After the rituals have been performed the paramount chief makes an announcement by welcoming and urging everyone to have fun and not war. The event starts with the sounding of trumpets, beating of drums, rattling of trinklets, anklets, and sounding of bells. Various activities such as wrestling, marriage ceremonies, fire dance, harvest display, etc. take place during the New Year celebrations. By Simeon Zorokong On the day of the New Year celebration everyone attending brings food and locally produced wines to share. Each village also produces its dancers, drummers, and singers. Before the celebrations start, K1nstanun V. Amlrzadov, D.M.D. LOWELL FAMILY H•ad. :J1estruelor: 1o-. tlA.11 WOJtid 5 cufu.oonda : i ~ &ldi{ud Jrwt,w,d,oJt, DENTAL PRACTICE lllll TII IIT If: "'Self-Defense "'Self-Confidence "'Self-Discipline .,. Weight-Control .. Ofympic Taekiwndo Sparring 133 Market Street Lowell, MA 01852 Tel. (978) 458-1179 fax. (978) 454-7367 12 848 Middlesex St. Lowell MA, 01851 TeL: (978)452-1540 FaX: (978)452-1758 �Khmer Lowell THE CMAA PROGRAMS THE PRE-ESL/ADULTEDUCATIONPROGRAM Pre-English as a Second Language/Adult Education Program is an introductory English language course for beginners. The program's focus is to assist participants in transitioning to the working world. Our goal is to help them become self-sufficient and economically independent. The course is designed to hel them learn and understand basic English by focusing on conversation, listening, and reading skills. Eligibility Individuals who currently receive public assistance and/or local residents who are interested in learning English are eligible to participate in the program. Register for classes at the CMAA, Monday through Friday from 1:00 - 3 :00 p.m. Classes are offered Monday through Thursday from 9:00 to 1:00 p.m at the Cambodian Mutual Assistance Association at 165 Jackson Street, Lowell, MA 01852. For further information, please contact Danny Div at (978) 454-4286 Ext. 28 or stop by our offices at any time. This program is funded in whole by the Commonwealth of Massachusetts Department of Transitional Assistance and administered through the Greater Lowell Regional Employment Board. ****************************** THE CITIZENSHIP ASSISTANCE PROGRAM (CAP) The CAP program was originally designed specifically to serve the needs of the target population Southeast Asian people who have limited English proficiency. We have expanded the eligibility of our clients to all that fulfill the INS requirement for citizenship. Under the Fiscal Year 1998 Our client was mainly those effected by the State and Federal Benefit especially the Elderly. At the present time our clients are those who are truly interested in becoming a U.S . citizen. They want to become an active member of society. CAP program is still offering comprehensive services: •Citizenship Application Assistance •Assist in all aspect of INS Inquiry and Services •Assist non-naturalized refugees to successfully complete the naturalized process. •Information and Referral •Citizenship Preparation Classes •Transportation to INS interview Each client is given clear information about the application process. Their questions and concerns are answers before any commitments are made to the program N-400 Application is filled out with the clients understanding every aspect of the naturalization process. Intake is properly conducted and finally for those clients needing assistance with passing the U.S. History and Government test, they are assigned to Citizenship Classes. UPDATE!UPDATE!UPDATE!UPDATE!UPDATE! As of January 15, 1999 the INS has raised the Naturalization fee from $95 (plus $25 for fingerprinting) to $225 (plus $25 for fingerprinting). There are exempts and fee waiver for those that qualify, if applicants can demonstrate an "inability to pay". In determining "inability to pay", the INS Service Office may consider the following situations and criteria: •Within the last 180 days, he/she qualified for or received a "federal means tested public benefit," such as Food Stamps, Medicaid, Supplemental Security Income (SSI), and Temporary Assistance to Needy Families (TANF) •Household Income below the Poverty Guidelines: Family of One -$8,050; Family of Two- $10,850; Family ofThree-$13,650 •He / She is elderly (Age 65 or older at the time the fee waiver request is submitted). •He / She is disabled. •Substantial hardship. For further information please contact: Bora C. YI, Citizenship Assistance Program Coordinator or Thy Chey, Elderly Assistance Program Coordinator Vincent B. Un, Program Assistant 13 ... �Khmer Lowell EDUCATIONNEWS fufJ1/:H!G~tGS@[f!li9J&ifl.JfJ1Sfi1tic.ifJonrtJ£?liricm:,JfuJ rtJdcmsmfl1liHM&sf11signruwr;,fiwfi!!!! 'cJ' ff I Bartlett Middle School is very proud of our students!!! List of Honor Roll Students Grade 8 Diana Baez Jonathan Casserly Tony Chadwick Sophath Chea Linda Chhay Kathy Do Corey Glaude John Hann Harry Holland Kim Hong Huoth NgoeHuynh Phallim Ke Phalla Keat Khemra Khirv BofaKim Savoeun Loeuth Soscia Long RithyNgy Melanie Ortiz Brandon Oxton Megha Patel Nelson Perez AliciaPhok Megan Phrakonekham Chhoeun Proum Evelyn Santiago Kakrunna Sorn Roth Sothy Nora Tang An Thai Thavrith Thao Racksmay Toun Grade 7 William Heath Darith Kong Reth Run Phontip Antonaccio Vannary Chhoy Katelyn Costa Ly Duong Virak Eng Donald Greenwood Felicia Hanvey Linna Hor Sopha Huynch KaninaKun Sary Lim San Muth Sareth Nuon Steven Ostis Emily Peacock Corey Pinkham SomaPruma Chandara Ros Dara Santana Devin Sok Kevin Tangerife Kunthea Sothy Sophorn chum Brian Higgins Ana Maria Diaz Andhi Kim Jessie Gary Nemal Chorn Dorian Dos Grade6 Sarath Chum Sarath Sory Damaris Gomez Haksea Kang Kirnleang Mom Steven Prak Kevin Sann Jessica Tanguay Jeff Veiga John Huynh LydaNou Daniel Brien Ryan Gleason Joanne Ing Jose Neria Soinoung Phang Sophanna Sam Amy Ercolani Fred Boeteng Dora Dos Bunra Hgeth Lisa Phok Boynlom Sonthipanya Sopha! Som Amanda Roy Maria Torres Jasmine Marquez Kosa) Thim SandyCheth Manivinh Nanthavong Danica Proum Bory Run Stephanie Anstiss Steven Iem Punrith Ngeth Joshua Aponte VannyNeov Phillip Tang High Honors Nancy Do Monirina Meas Mehdi Rahman Grade 5 Nancy Sor Amanda Vann KimsangTom Paulina Do Ryan Houle Christine Lam Saibo Ndlovu Lina Mann Ryan Murray Sovannoeuth Phuon Renee Christian Chris Coutu Jennifer Fortier Tanya Hernandez Daniel Lacourse HoungNoeuk Vorachit Photisane Stephanie Sengkhamvilay Swetha Shanbhag Tang Tang Jennifer Wallen Sokoeun Chhum Paul Huynh Christina Pilgrim Chhannara Ros Seila Chhay RathaLam Joshua Phrekonekham Chanthara Ros Sarun Touch Phira Chep Vanna Pen Savin Thor 14 Lina Nguyen Jim Song Kendra Santana Marajely Rodriquez Chanthra Earn RanyPor National Junior Honor Societt Diana Baez Sophath Chea Kathy Do Harry Holland Kim Hong Huoth Khemra Khinv Stephanie Lak Monivireak Meas RithyNgy Melanie Ortiz Megha Patel AliciaPhok Chhoeun Proum Nora Tang Brian Chadwick Linda Chhay Corey Glaude Shane Hubert PhallimKe BophaKim Soscia Long Stephen Medina Sokchanthy Nin Brandon Oxton Nelson Perez Megan Phrakonekham Lisa Tan Racksmay Toun �Khmer Lowell Butler Middle School Dear Parents, As you are aware the MCAS, (Massachusetts Comprehensive Assessment System), test results have been released. These results are from the first MCAS test ever administered to our 4 th grade, 8th grade, and 10th grade students last May. The MCAS test is a very difficult, comprehensive test based on our new "Curriculum Frameworks." The state curriculum frameworks were used by our School Department this past year, as a guide in helping us to develop our new citywide curriculum guides. We are implementing our citywide curriculum guides for the first time during this school year. The MCAS test is designed to give each school a clear understanding of our school' s curriculum and instructional strengths as well as weaknesses. The Butler School plans on using the MCAS test results as a tool for helping our teachers improve and strengthen student's education. All test results, pertinent data, and interpretive pamphlets have been distributed to our staff. We are forming teacher committees to identify areas of concern and to develop a comprehensive plan for improvement. In May of 1998 the staff of the B. F. Butler School were honored by the United States Department School for consistently improving our children's test scores over a three year period. I am confident the determined efforts of our teaching staff will address the areas of our curriculum and instruction which the MCAS determined need improving. In time, thereby, improving. In time, thereby, improving our students' MCAS performance. Your continued support is essential to help us achieve the educational goals we have set for your child. If you wish t peruse the MCAS test administered to your child in the 4th or 8th grade you may find a copy in the Butler School Parent Center or on the web at www.doe.mass.edu. In closing, I would like to wish you all a Merry Christmas and a happy, healthy, ,prosperous New Year. Sincerely, flJEI/JWHUHIAf1filrirm:fJfL[Jltim1JmJE1&81!Ji1fl.i£UWi1£UfiUmff.J Ufll f1JI ill t1mt! .. ~ , Wfi] The CMAA is very proud of Butler Middle School Honor Roll Students Congratulations Butler Spelling Bee Participants Grade KunthyDouk Sitha Chau Tony Pen Jenny Sech Charvy Kosal SalyNem RomonyRen Ra Pan Lindany Soeung Channary Sar Sophally Som Sophea Som Samnang Som Vichega Tang Lisa Hong 5Th Grade5 Shannon AllardCarolina, Carolina Escobar, Daniel Nonnandie, Kai Stenstrom, and Amanda Vesekis Grade 6 Geoffrey Bourget, Wayne Russell, Ryan Shawde, Rathana Svay, and Socheatta Yem. Grade 7 Valerie Adams, Lavy Bou, Rysophare Dom, Chantee 01, and Ross West. Grade 8 Tony Kisiel, Sophy Kuo, Evan Millett, Roseda Rith, and Rosemarie Segarra. 15 Kai Stenstrom Susan Duong Sophy Duong Sophy Heng Songia Khoun Rathanna Sareth Marvinlee Honn KimsarimL Chealynna Sokhom Grade Socheatta Yem Rebecca Konn Wade Sok Sophak So Saoran Roeuth 6Th Sarinda San Rancia Phin Sela Honn Malika Ly Vidalyn Kem 7Th Grade VannaryPov Vanny Phann Phanny Chhoeun Grade Aenor Keophila Linda Phoeurk gTh �Khmer Lowell BUTLER SCHOOL: Afterschoo/Activities Oesl ~ IC!I II flJffflJlifiHflfl.JfifjmflmmuJ m&t1mBU§1Ufl&mi1&1JB£1fjtnljuci1: EHtJJrut~ruunri ijM~rnuttiljs Rqp msu~:uruJtru sil uqn1rurnaun-firn w1tSa~ The Butler Middle School has a variety of after school programs for students. Parent Center Library Open Tutoring- Teachers are available after school to help students having difficulty in specific subject areas. Sport Floor hockey, basketball, cheerleading and more. The Parent Center Library is now open. Parents are welcome to stop by and check out the library. Parents are able to borrow up to two items at a time. Some of the material available to parents are: Homework Without Tears : A parents guide for motivating children to do homework and to succeed in school. School 's Out-Resources for your child's time afternoons, weekends, and/or vacations. Parenting Teenagers-Systematic training for effective parenting of teens. Fatherhood-A touching and humorous book about fatherhood written by Bill Cosby. Getting Ready for College Early-A handbook for parents of students in middle and junior high. The Curriculum Frameworks-for History and Social Science, Mathematics, Science and Technology, and English Language Arts-These are the first state wide guidelines for learning, teaching and assessment. The 1998-99 Enrichment Activities - Butler School Newsletter, Outdoor Techniques, Thought Provoking Games, Cribbage, Scrabble and more. Butler School Unified School Improvement Plan- Developed by the Principal, the staff, and the School Site Council, which is composed of three parents, two teachers and a community representative. The Parent Center Library also has various magazines, a _ small assortment of videos, and a Free Parent Tip comer._ _ _ _ _ _ _ _'"1"".,,,,._ The Homework Center-teachers are available Monday -Friday from 2:40 PM-4:00 PM to help students with homework. Parents are always welcome to stop by the Parent Center, M-F 7:50 A.M.-3 :30 P.M. and Tuesday nights 7:00-8 :00 P.M. QI 0 fuf:Jfi ftJJJft51fi7f::!117{3 fi?f:Jft51 ""' fi?f:Jft51{3 U U I U ..... in5Hin5HB'lemnsus A L tf,j' -1,min5 n1 fl tf,j' A m l,fi Bl in5 -l,fi Bl in5 in5 H in5 t (l,ylA ) filtf,j' FiruJiin5-&UljH\5&ylt Ii.JI 8 V' W &l1[D'fiV'S~ fi O' t:i &~ru ~ &aru-trnfimnJ&Firu ' ' filSfilU <» <» llil smm ~ msFil m °' °' °'-' '1HFfJ1 fi-UJ 9i~91 ~ 9i~fil LM: -1 Lfffiff Fi-/:i m:)Fuflru m:Jsm~Jfitiqrl~ m:JuYs,91 l,fitilfiY~MJ tilUM~fi LfffifJBJ!i LM: ~ ff LM: ~ ~s I ds ugsn1fi ~i:;s i:;yny ~si I I 1,,1 g(£UHlli) g(nJfi!hru£YfiH1.ll) IC'v d msHFiU 1 filfi~AtJ m~m,fl~ • c, c:,......:, "' "' "' "' rn1~rn,: ~ llil~&m: ~J °' °' °' &j LfffifJBJ!JLftJ: I fil C ~A9fi) i:i (Ytlrn-tii) u ... u ns: -mAnrui1ru i:;uu -Ynti~S$ mm9°R u u u c, mnm.rn 16 1 &sit18mnr I t., Fii:li srn1i i:iHrutil HTIMl:i91$ OI _, ~L,f tlhrn h~:ss 101-., c:, msHnU n i(b]g &siuJ!imnr r.,rrnrrs~ffu• -: rr -1t=J."' d ~ �FAY McCABE FUNERAL a_ D I RECTORS • &:UODiliin = FRANK ., McCABE 105 Moore St. Lowell, MA 01852 if ( 978 ) 459-9222 • n.rJ ru ot1 m J 0 m 1 t fll l:j e tl 011 t 2t1 u t1J ~ n.r n Y.y w1 w ui cr, a~ J t g q nnJ f\!1 fi m r; Ltl 'H 01 b n t 9 t1 tJ fi itJl 8 a i ru, ru i c. 0 cl @ c. 1 c. ct O c:,I _, 1 _, e 0~ ru r.1 nw rge nrn y_m tjLitu0nt 9 t1 ,ct Cl/I ., N 0 0 - gt1 B t1 tUiiLut0 1 w, 88 ru ru, U'H3 tntt:Jfim U tr UG nJtlHfitl:i rutufitll 8 t8i .U I ~ u ~ -n ru n r; n 9 n f:17 n , 0 tr1 8 tfl u nJ B t1 t~ 1 nr n t l:j7 ru ~ ru 9B ~ t 1u r.u ~ .u . tfn ru :, t o fu t1 0 ,cs, ~ - n1 l1 U f.1 fi \111 ct ... cl 8 t1 ru sf fl18 c,., 17 O u ·- (!) - n1 n uBn m- W l1 U i;j fi U) ful J i ru i �Khmer Lowell ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• : Vietnamese New Year f : • •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• New Year, or Tet, celebrates the return of Spring which usually comes in late January or in the middle of February. Tet is a very important holiday like Thanksgiving or Christmas. Tet is the time for the members of the family get together. If a member of the family has to work far from her (his) family, she (he) should return to home before New Year's Eve. The family usually get together on the New Year's Eve to make glutinous rice cakes and arrange flowers on the altar. Houses are cleaned and painted. The parents try to save money during the year and now it's time to spend such as buying or making new clothes for the children and for themselves, buying flowers, food, etc ... Food and flowers are very important part of the celebration. People usually put some kind of food and fruit on the altar like glutinous rice cakes, water .melons, mangoes, co- conuts and papayas. Pink cherry blossoms and yellow plum blossoms are beautiful signs of spring. evil and the bad things of the old year and bring the good ones to the house. The dragon is a symbol of luck and wisdom for the Vietnamese people. A dragon dance is performed on New Year. Most of the children like the dragon dance the best. * * * * By HUE NGUYEN Tet last three days, but the children have ten days off. On the first day, people usually don't get out of the house. The family get together. They wake up early to pay respect and to wish their grandparents and parents the best wishes in the New Year. The grandparents will give the children the red lucky envelopes with money. On the second day, people visit the relatives and the neighbors. On the third day, the children will visits their old teachers and friends. Family and children always stay up late on New Year's Eve to set off the fire crackers at midnight. They believe the noise will blast out the ruu~rtJmrfJru-njjrJJrW~ ifJS[iJfr:tliSn~fi{!nrt:Jru-ru.m:;i~f!Brw~r::n:r@ rfiirw~[iJMru.m:Jr@fire~fflgMr:tl~{!n•::n:r@j~1 @FiMUfJW!i Fifjfiffl sfi&~ AfJ"IULfi gFi MU r:t, ~ - Afo/L@~~ ~ @fifJWfn~fJMfflfHijfi'1 _,_, ~,;. • - •-- II .~ . . . I t:' I mHJlij§&H mum11!11rnunBiirumi§ nnn1uniinrnMiii§iinrnmm§nniJruiii iii iinij§ii16G'i§m;m6riiiiinnmriwnnri~6~i§;1 .... ,. �Khmer Lowell THE CMAA PROGRAMS EMPLOYMENT SERVICES PROGRAM The Office of Refugee Resettlement (ORR) via the Massachusetts Office for Refugees and Immigrants (MORI) recently the CMAA grant monies with the purpose of implementing the Massachusetts SelfSufficiency Project (MSSP). Based on community need, the CMAA has designed a component called the Employment Services Program The purpose of our program is to assist individuals in making the transition to the world of work by increasing employability levels through the development of language and literacy skills and by increasing access to employment opportunities through creative job development. Program features include Intake/Assessment, Employment Counseling, Job Search/Placement, PostEmployment Training and Support/Retention Services. If you know of individuals who are in need of employment assistance please refer them to us . Our program is a new and innovative one with a creative, driven staff who desire to assist you. Please contact Martha H. Burns, Peter S. Nhim or Pov Ye at 454-4286 or stop by our office any time. We look forward to working with you. YOUNG PARENTS PROGRAM The Young Parents Program is funded through the Department of Transitional Assistance and is for people aged 14 to 21 who are pregnant or have custody of their children and have not yet received a high school diploma or its equivalent. Women and children who receive public assistance may participate in the program and are expected to work towards completing a GED, and afterwards go on to further education, training or to work. The program runs from Monday to Friday. Classes begin at 9:00 A.M. and end at 1:30 P .M. What does the program do? We provide our clients with: * Free GED classes. * Free transportation. * Counseling and support. * Career counseling. * One on one tutoring on any subject. * Computer skills training. * A place to talk to other young parents about the joys and problems of parenting. ADVANCED KHMER CLASSES Every Tuesday evening from 5:30- 7:30 pm INSTRUCTOR: MR. SAK SEANG At the CMAA, 165 Jackson Street, Lowell, MA 01852 Please contact Lorraine Cordeiro or Sak Seang for more information at (978) 454-4286 x 26 19 I �ATURAL MEDICINE & ACUPUNCTURE U3CtsMn1~e;M:Sii69ilS~1asnmti61moiani6ruSQ-nE\51-tEi5 c.> Cil ~ v• Yn fw ..S DIPLOMATE OF AMERICAN NATIONAL BOARD IN ACUPUNTURE Dr. Long Mai mn n~dl &igu~ ri 91l!l~ru'?gjl ruiu~g1aru &t:l rurnm'"fi &] cnrni&g Fmt1~1 &]iti 0 ~ru'?gjlnJll,~ Sl!l 1P& '1gJ&si~sru~rnNJS &ru9 ~rn ~@ sl!l &ru9 do NEA MEDICAL CENTER Tel.# (401)729-5606 or (401) 487-4197 515 Armistice Blvd. Pawtucket, RI. 02861 GJ. ~ittHUttfJUU-OtltHttU~GJOO%m,pi1n '1 ~itS :a81:fl sw1naa~r;~irn \'.lJtqjtu '1 l:!. ~imnit!FJUU-Ot1tsttfi~w1~itmti <fisrvrit~stfrnqjtu)'1 ITT. ttfj U tl tH (v 8 \'.l ~ 11H\fl lli ttfl tu UH'IJ il U-0 rrpnnrvruistut\'.lwwqsstw.un. -i 11. taFJurrOnh'irvswn_ptmtm\'.lwwqsstGs-i Ii. mnnw1tawmtii ni'imuit:1 rurvsumms-i~ms ttfilt ru1\'.l.PML'\!Sil ~iGstwt81Qil '\rs tu ~rn~ustru3 G.Jm GJ@ st 110-i · @~imnit!FJUUQ nWmmtfiwlf;! tu~irn \'.lJ . ttfltuHStMtltUl~~t\'.l '1 W ~ LI 1/fl)o'b" ~s\anb anb 1.arobfbe11re-181.i ~ ~<)\ ~let~7o~ ~ ~"$ Be,ariaat ri lhdtk This Certifies That Long o/.. Mai ISO 'Doctor of :;tai.punaure and • ,_.,,, authorized to "" act the cuhority of the lauM of tne State of Rhode Island cni ~ Pbltations. lll_, 86 West 183th Street# 3B, BRONX, NY 10453 POL-RIK Tel: (718) 584-5073 November 28 1\ 1997 Dear patient: I, Pol Rik, have had diabetes I had tot worse to the point that my blood sugar was very high, about 220-230 mg/dl. The diabetes I had got worse to the point that my leg was numb with tingling sensation all the time. I had tried several doctors, prescriptions, and methods ; however, nothing helped. I was so depressed. One day, I read in the newspaper about Dr. Long Mai, so I called. After taking some Chinese medicine that Dr. Long Mai makes himself, now not only my blood sugar is back to normal (82 mg/d.), but also no more numbness with tingling sensation in my leg. I have a feeling that Dr. Long Mai's medicine has cured my diabetes. I am very grateful to Dr. Long Mai, and highly recommend his medicine to all of you. Again, thank you Dr. Long Mai for helping me. Your cured patient mmfi jummma exit 2A (Pawtucket) tITTUltlltJJMrutwm Aristice Blvd. (LUttJHUll10818fiqNfl18)'1 twe2eG~$~il:l'lmm1e~58mms-m':j Boston tIH'l 1-95 South ~ttluruifi,1fo1sbFH&1n19l~tlY uun1n 9FiHnufou tnfi ss uuiinu U.al ff C. 20 rd ._. a~ ru'.hi!i'1 I �NATURAL MEDICINE & ACUPUNCTURE .o l, .00.:J .,. f€iftsfi;}t1fS;~fi$;:n!fflisne!S:1m;;1sme;t:1pw€iijJU::JfN • DIPLOMATE OF AMERICAN NATIONAL BOARD IN ACUPUNTURE Dr. Long M.ai ~~~$~~ ~8-G~ : tnti!dS • mtH'u~ritrHnil ru1~il ru1umm/t!j1 ruhm: qn'VJ ru1nttl ru1ttiilttl HJ(utLm:truilnf!P 1rutt8 mti~rifinti~ cl~~m.Jlru msih~ill'iG~ milHsruri tmMU](u ru1n.Jlru ru1~ruthtnjilti.Jlru mru-n mt1Htnn~m.J1ru fi~urn mt1~s tf8tnri~(utti mt1~titf8/ttitnil trltiLUmG tflf:i(uStNLUfin9'1 tnntts trrnLmm ti§ruhtnfiit(ujti mnntWJti'1 • yw~ilLjln ~riLnMru~r, gruruum q:rrn ruiHn/fimmHtnsrunH fiLjlmmH ttiiltrummH LtitfinHtiil1nru1 w Hfiirlruiil tUljS8timHtfSffit1.!'1 L'1Jti9!!S tflti~:runHLtiUlH fimmHt~H rntinru tin-n tru(urunH tnsmn ~ffiQil(ustfi.JrunH ~=njlrutm: ffi1HSLjlS'1 nmm: sruinLnt1: ' mm1nLnti: tuimrn: mriurnu tfl-Hn~s~'1 cf - '9 I oe,. d • tnti~S~S ~suurr(u mm~s tutitffi(uttltnil/gSmruruti Ltii:llriteitnil tCT1H§:fft§il SMUS(uru ru1ts1mrujHclmnn ~mtm8'1 mm~HLUtli9 B Sil C tuiHgS tmjs~i • fiLjltieititlt§H eit§H~~ mriuin nnpti tltieit§Hifo~ '1msmnBHL9il .cl~(u:tU:eiilnti ffWfirulilnti tnti8:runmmtirnmu:eiil'1 ° w w ""' U I I Cl """ U Susan Coulbourn 437 Woodland Rd. February 23th, 1998 Honorable Chairman William V. Irons and Members of the Senate Corporation Committee Woonsocket, RI. 02895 Room 211, State House Providence, Rhode Island 02903 (401) 766-9580 RE: Bill# 98-s 2778-"An Act Relating to Business and Professions-Oriental Medicine" Bill # 98-s-2847-" An act Relating to Insurance-Acupuncture and Oriental Medicine" Dear Chairman Irons and Committee Members: I am writing to you to express my support for the proposed legislation currently before your committee relating to Acupuncture and oriental Medicine. I, Susan Coulbourn, mother of a ten year old boy who was suffered from chronic asthma and cough for years. I have try a lot of non-prescriptions and prescription drugs for my son. Nothing worked. After discussing to my family doctor and with his support, my son start taking Dr. Long Van Mai ' s Chinese medicine. Dr. Mai not only cured the asthma but also strengthened my son's immune system. Now my son is hardly getting a cold, even in the winter. I believe that this 5000 year old healing system should be included into the main stream of medicine and that every one should have free access to it through their insurance coverage. Many people consider this as a last resort when allopathic medicine have not been able to provide relief and the majority have improved significantly or was cured. I am sure you would be impressed by the hundreds of testimonials of persons benefited by acupuncture and Oriental Medicine. Thank you for your attention to this matter. Best wishes. Very truly yours, Susan Coulboum 21 �Khmer Lowell COMMUNITY NEWS The Lowell Office of Cultural Alf airs Celebrates Ten Year Milestone The Lowell Office of Cultural Affairs (LOCA) recently celebrated its tenth anniversary and in so doing chose to honor ten individuals and organizations for their contributions to cultural development in and around Lowell. A public reception was held at the Lowell National Park Visitor's Center on February 9th . The recipients selected come from different backgrounds but all have one characteristic in common - the desire and drive to make the City of Lowell a better place to work and live. "The breadth and spectrum of the individuals you see here today represents the enormity of contributions made over a ten year period," said Otto Erbar, LOCA's Executive Director. "Their vision and efforts have had an enduring effect on life in Lowell." Recipients included: long time arts patron Nancy Donahue, the City of Lowell; Samkhann C. Khoeun, traditional artist and Executive Director of the Cambodian Mutual Assistance Association of Greater Lowell, Inc. (CMAA); the Lowell National Historical Park; Dr. Kay George Roberts, UMass Lowell music educator and conductor; Rev. John Simson, rector of St. Anne's Episcopal Church; Marie Sweeney, LOCA founder and long time president; Nancye Tuttle, theater critic for The Sun; George Behrakis, businessmanphilanthropist and co-owner of the Lowell Lock Monsters; and the late Sen. Paul Tsongas and his wife, Nicola. The awards ceremony was filled with many personal anecdotes that were quite touching. "You knew this would be a LOCA love fest," said Erbar. We, at the CMAA, were particularly proud to learn that our Executive Director, Samkhann C. Khoeun, was among the honorees. Ruth Page, Director of Angkor Dance Troupe, presented his award. She made refer- "The CMAA Executive Director, Samkhann C. Khoeun, was among the Honorees." ence to his recent four year anniversary serving the CMAA and also to the organization's recent move from Perry St. to the Courier Citizen building of Jackson St. "Samkhann's plans for the building are nothing short of visionary and include developing it into a world class center." Samkhann, as founder of the Southeast Asian Water Festival, spoke eloquently of looking at the Merrimack River and finding a bond - "a source of life" - significant to both east and west. He made reference to his love for the water, the Mekong River in Cambodia and the irrigation system which was introduced by the Angkor empire during the 9th through 14th centuries. It is fit22 ting then that a festival with boat races, art and music was then spearheaded by Khoeun. Khoeun thanked the CMAA's Board of Directors and staff for their tireless efforts expended on a daily basis in helping to move the organization forward. He also profusely thanked the City of Lowell for their efforts in assisting the Cambodian people by helping to make them feel comfortable in a new society completely different from the tropical world from whence they came. "You have treated us as neighbors, friends and colleagues,-" said Khoeun. "I thank you." Each recipient was awarded a plaque and a heart-shaped box of chocolates. The significance of the heart relates to the unveiling of LOCA's new logo and design - "Art is the heart of the community." It features the image of Mona Lisa on a Queen of Hearts playing card. Congratulations from the CMAA to all of you for your wonderful contributions to our community! By Martha H. Bums �Khmer Lowell POETRY CORNER Whew I throw the, " c ~ " u wtv-~med,-c-o-flowe,ry. the,vv, I wu,h,for p ~ l-¥v the, whote, wide, world,. sm.ce, »1'.Y Chho1M1fr w c:v mu-etcle, ~ I wu,h,for u-C-og-o- cutd,,-C-ell, cul, me,y\; cc,ytd,, Wcmte¥\;, cul,~~ <'.Jh,, l'J1'.Y C ~ p ~ 'heqJ -C-o-cw,-e,the, ~ WM1,e, he,cu-t W cty~ cc,ytd,, WLCUGe/ them; hcwe, hope, l-¥v thw- Li,ffv. -C-o- co-me, CtMi\l~ the,vv, p ~ heqJ -C-o-g-o--C-o- e,ve,ry corviev l-¥v the, worl,d, cutd,, g.,we, peace, -C-o-the+nt. the,vv, heqJ WLCUGe/ ~ ~ cuuitv-~ become, healthy, hcq>py, cc,ytd,, me.rry; lefton½i ~ d e p v ~ w ~ P ~ hcwe,the, ~ ¥ worl,d, ~no-more, ~cu,-attoY½ WLCU<AV cul, betd,, m,i,n.d, ~ le<Mte, on½' t h e , ~ m,i,n.d, he,ye,_ oh,, Wl'.Y c ~ p ~ heqJ l-¥v ~ ~ ¥ "hecu-tfrom,, betd,,-c-o-~ from,, wvong,-C-o- v ~ from,, dcu,,-k, -C-o- br-~ cuui,, ~edally, p ~ God,, g.,we- U1r peace,. ~ ByM. T.~ Love- CCLW he,, .\-0"- cold, And, love, w Lone½', From left to right: Lorraine Cordeiro, Yeth Kong, Arn Chorn-Pond Keep hope- more,tha-wworc4or br-oke,vvpv~ ) I wcuir-c-o- }ho-w yow what- lo-ve-w I cuw~¥ he,,the,re,for yow Icuw~¥~yow Whew the, worl,d, ~ the, doov¥ And, yow do-vi!-C- wcuir rn..e, Cl.4":Ymore, I cuw~¥ ~ yow ~ 'By Yeth,Kong,~ 23 �Khmer Lowell Continued from page 10 When a young child dies of violence here, it is even more difficult for the parents already mourning their earlier losses because they all had hope that America would provide them with the safe refuge from the violence they had run from. America, as many later discover, is not the safe haven they had sought. They cannot stand alone to resist violence or the hurt and pain that they experience in their lives. Without proper physical and psychological nurturing, they will run to fight evil on their own terms even when it means hurting themselves. Instinctively, this is how the world works. Growing up in this country is not easy for most Cambodian children. Their gentle nature is divided and tom between two different cultures and their identity is fractured. They experience racism in our society. Many live in poverty, where they are shoved into a one-room apartment with two or three other brothers and sisters. At the age of ten, a Cambodian child is expected to care and become responsible for other younger siblings. Parents are struggling to make ends meets by working double shifts, late night shifts, and do- "Oi.ildren, when physically or emotionally broken and neglected to their own demise, will seek out gangs as a way of banning together for emotional support and a sense of belonging.... " ing what they can to support their children. Some parents self-medicate themselves against the pain by leaning on gambling and alcohol. Like all communities in Massachusetts, some Cambodian families face family violence and abuse in addition to other social 24 problems. A healthy child requires good parenting, emotional nurturing and caring as well as ongoing communication. Not every family is capable of becoming whole and healthy, and it is critical that we assist families in reaching their potential. The level of education, culture, and how we are socialized to see and interpret things around us determine who we are and what we become. Our environment is critical in our development. It is not simple to place blame on the victim or the perpetrator. Everything is connected, just as we value the idea behind the African proverb, "It takes a village to raise a child," which implies that all of us have the responsibility toward every child in addition to the children we raise. The so-called 'bad child' is reflective of all of us. When a youngster commits a murder or an improper act of violence against his fellow beings, Continued on page 28 �sLB&:u7s& ""~ u Nm LYJ.& J!:3 fl s~ B-tJ ffif.ItJ . u /J., mtotru!t,ty~N ,. smmLYYJtif} Gmt!J~tJJu.n rumLY}J!:IJLRm!JJ~J I'NSB[J~JIDfJJ~!JJ tif}BN n J..BtJ!:!JflJNBN ..> f'I Gm!JJ~!}Ju.n }1L&BNruUJt1f} JtJ!:3)-fUNBN }1UJJ[JffiJYDJ[JmJmfjJ~J Gm!JJ~!}Ju.n ~NfNkBm!JJ~!}JtJ!!fJBN /-flJ j!JI.Nj J., }1 t.!JBN H H ... n YNJf}Yp~71sJmfjJ~J !:I !3!:11.NJB{j mlillNlfJBN IDLY!:ILYBNJBN e, .. -o ID!JJG~!}Jll.J) P ~ n n IJ§~ffiJID!}J~!}J ,~ffiJ ' u J..&Bf.8J:l.£1J!:3[E r, f"'}11~ ~ ~ l{jf B NS ID!JJG~!}jll.J) U:JBJID!}J~!}J ~ffiJBN :t.!JJJNt.!JJJNW IJ.ttJI!:I JN N1illtJnnLNs{j m!JJG~!JJ u.n B~lfJB[sNSLJ:l N !:3!:l!JNHY U -.I I 0 ~, I ""I u n n J..f"'}H~~~l{jI'NkfJ u ,., ,., l"t ln " ' fYID{j~ffiJBNID!}JfJJ [YJNfflnup ID!JJG~!}jll.J) I n P m !:I t.ruJlJ IJ!... 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The CMAA completed its Feasibility Study that examined the structural development of its current occupied building. The historic rehabilitation of the Hamilton Countinghouse and Storehouse is part of a comprehensive economic development program with the goal of establishing a Cambodian Business and Cultural Center in Lowell 's South Economic Opportunity Area. Development of this largely vacant structure of substantial size is an important step for the refugee community to anchor the Cambodian Business and Cultural Center. Originally built as the Hamilton Company Countinghouse and Storehouse in the late 1860' s, the structure was occupied by the Courier-Citizen Company from 1927 until 1997, when ownership was transferred as a CMAA is very hopeful that we will meet our criteria and complete the feasibility study. accomplishment. Financing the Lowell Trade Center (LTC) entails a mix of public and private financing to achieve feasibility. To achieve successfully development and satisfaction of its objectives, the CMAA must look ctrcv di al lntiMlJiilO I!!. ggrugisufo-tcrm.l1runtt1rums trifium,n1~u ~ M 1 Q U Cf Q _, -. Q U C'Y 0 QII OI C'Y (llylSnru,~ ~um &Gfi mmrnGMfi ~!ilJ~ ~&~ 1.,~sm,Su1 rn. l,fiif(lll,Mfi!il~s,un1smmfi1 d. Q~ ~,~ USl,fiii!il i rugi sfi&tfi(ll&ruM~l!!Fi~~,!jl(A~ ~ ifoi~l!!,msj)1 tl,rn:1.,~~t1Hu&t1rumsn~~m~~ mtg i rugi s tn rn An nJJ1 rutl ~ s 91~ ,ru,s: 1 c!. L~fUllfil,ylrul(llylSrno-dc!s,g N~&nnru,~1 ruJlU1 ,s:~usfasmsswm &UruJlUHll~&S"lfi~9SU1S ~ ~ tl~srnruu; ,uiw,airnrumstli&s: ru.riy,efl~s~&!ilj~,9i t1 rud-c! ruumri: &!ii 1 fi'U~ fii ~Ufi ~ MW ts ru.riu,efl ~fl &!ilj ~ si~ m~u s, i:17 wu fi ~ m: t1 ~ rn1 ~ mn fii mitlm~tsuliil ,si: 1 fi7HS: ~ufi~t1~ ,m~ ,1.,u se.rn~ 1 gs filru~un~ : -,efl~ g i rugi s~ m.nr;usu;tluns -,ij fi1H.JJ MArui~ -bltjlfiu~~fi MUjlWG~Utru -~fii&l,G S"1fi1 ru1 ,n~uj,~ &!ilj fii & rumu si (ll&U: ~ ~ HlilfiitlJ MG~l Al,Ul,fi ii t1 ,uiwm.3n,9ictitlif,g1~ru.riu,s:~un~tl'"11imum s~ n c. ..J &t~1~,m'7 s "' t1udlY71s~tn11dl,Su1 t1 m: ,Su1n7amfi UJ ...JJ s: u u u cJ (llU7Stlj,s: ,u1~1.,~tl~1.,~tfiiUY71 S~l,~t,ijliilu1rhs: : ~-u~wn{hmaiq~~umUlli ,i:11w,1.,u~(ll&ruM~@thQ .1.,filug~~,~1 f\!utl1.,mum mUlli~:~udl l,UU)fi 1.,ii,~jn l,tlA m,Su,si: ~YlStrlfi nuru,1.,usrunru-1 C'Y QI J!j ruJ7 ff ' Q beyond the rehabilitation to the operation of the project. In order to make the feasibility study become a reality, the organization must raise an estimated $5 .7 million to completed the Lowell Trade Center. The Project will help to promote business opportunities, expression of Cambodian cultural, and a stable home for CMAA operations. An important partner in determining the CMAA's ability to develop and operate the project is the city of Lowell. They will need to assembly a capable Development Team, making sure that the Board is equipped to guide a project of this scale and complexity, utilizing management for operating the building, and forming a working partner with the city of Lowell. Once completed the 93,000 SF building will house a center for commerce, (retail stores) function hall, restaurant and most importantly a family and youth center for our Southeast Asian Population. gift to the Cambodian Mutual Assistance Association, a non-profit social service organization dedicated to the aid of the significant Southeast Asian population of Lowell. The plan for this conversion of the Hamilton's warehouse and ancillary office uses into a commercial uses will required a total development cost of $7.99 million, including acquisition which the CMAA has already - "" E\S ~ ~ E\S~Wn ~e; ~~ ., E\S s iii ems se; , H CieiOij?C'lji;i;S lei~SiiiC'lSi~ 11 &i:17W ts-U I 27 �Khmer Lowell jTHANK YOU TO THE TOWER GROUP STAFFj Dear Tower Group Staff, On behalf of the CMAA and Monorom's staff, we would like to thank all staff from the Tower Group for organizing the Christmas Party for the Monorom's kids. Your generosity and kindness will be remembered throughout the child's life. The gifts you provided on December 17, 1998, to Cambodian children with developmental disabilities will be imprinted in every child's heart. Our community in Lowell will never forget you. Traditionally, in Cambodia, children with developmental disabilities are looked down upon and parents may feel that they are being punished for some past sin. If the family is well off, the children will be kept at home, out of the eyes of the public and cared for with little expectation for their future. For less fortunate families, children are left for the street or relegated to state run institutions. These facilities are literally dumping grounds for societies unwanted. Beyond food and shelter, little else is provided. CMAA's staff has worked diligently to help these children and their families to seek appropriate services as well as to eliminate isolationism. We want to provide positive reinforcement for them, so that they do not feel left out in our community. By doing that, Monorom's staff has created many social/recreational activities after school hours, to integrate these children into the mainstream. We have literacy training, computer training, classical dance, and we meet three days a week to implement these activities. We have seen many improvements in every child's life through these activities. They have eliminated many barriers such as, shyness, language barriers, loneliness, and limitations due to physical disabilities. Now, they have opportunities to explore the real world through our organization. Their participation in our activities will help them to prepare for selfproficiency and self-independence in the future. We're looking forward to working with you cooperatively in the future. You are always welcome to tour our facility in Lowell, at 165 Jackson Street at your convenience. Sincerely, Continued from page 24 we tend to think that it is because he is bad or the parents did not raise him right. That is why he has become so violent. Yet, through our labels and our prejudices we leave children with few options to develop into healthy individuals. We confuse them with mixed messages of our own as to what is right and wrong. Some of them are living in a state of paranoia, in their gang code of ethic and law, they see the world as an unfriendly place, with suspicion, and plans of vengeance against those whom they perceive are against them. When found guilty, the two boys, both age fifteen, will be jailed for the rest of their lives. Four young lives are now lost. Without adult guidance and a positive role model, these children are not able to know how to deal with all that they are going through. Images of enemies invade their hearts and souls, thinking that they would be free to commit a murder in revenge of their friend's death. There is a whole world out there, which most adults do not understand. The adults may not have the skills or the patience to listen. They may be the enemies these children see in the world. Some are abusive, drug addicts, alco- 28 holies, and misogynists. These people may themselves be the children of the adults who had also abused and neglected them. And yet many of our families develop incredible resiliency in an environment that is infested with drugs, substance abuse, poor housing, and gang-related violence. Many of our parents struggle hard to understand their children and provide for them But parents cannot do it alone in the presence of strong external influences. As a community it is our obligation to understand our youth, support them, foster their learning and development, and cherish them For in the end the youth are our future leaders, they are the most valuable resource that we have. By Chath pierSath �Khmer Lowell THE CMAA NEEDS YOUR OPINIONS! c) .:, ' Mfntsii;~f1Ji6ffltillit£SM;~ff-~ff II The CMAA is now making plans for improving itself over the next five years. Our goal is to make the CMAA a better and stronger part of the Lowell Cambodian community. The first part of our plan is to make a list of the problems which affect the Cambodian people living in the Lowell area and to explore the causes of these problems. Once we have a list of the problems of our community members, and the reasons for these problems, we can begin to create programs to help people suffering from these problems. We are inviting all members of the community to participate in this project. We want to hear from as many people as possible. Do you see a problem in the community? Do you have an opinion about why the community has a problem? We want to hear what you have to say! We have survey forms for anyone interested to fill out. If you want to fill out a form, please call the CMAA at 454-4286 and ask for Joe Sexton, Development Director, or come to the CMAA office at 165 Jackson Street.. 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' ituwrnrutr.llrn iiBt(iltIJHB 30 Teaching and Volunteering through the Years: In Appreciation of Lester Chisholm Francis Lester Chisholm (Les), a volunteer at the Cambodian Mutual Assistance Association (CMAA) since 1989, has assisted me as a volunteer in my English as a Second Language class for the last six years. As he approaches eightyeight years old he is still coming to the CMAA two days a weeks from nine o' clock to one o'clock. He has an excellent way with my students, who are all single mothers, and they love him very much. Les is a quiet, intelligent gentleman and a generous human being. He has been helping the Cambodian people for over ten years. Everyday during our break from class he visits our Komar Day Care to see the children and play with them. He loves these children and loves to play Santa Claus at Christmas time. His generosity to the teachers at the daycare helps them buy mittens, socks, and other things for the children at Christmas. Recently, I spoke with one of Les' first students. This student came to the United States with his family in 1989. He came to the CMAA to learn English. He was assigned a teacher, Mr. Francis Lester Chisholm. Twice a week, Les would pick the student up at the CMAA and they would go to Les' house in Tyngsboro where they would practice English lessons. After awhile, they became good friends. In fact, as time went on, the student became more like a member of Les' family. They adopted each other as father and son. His first lesson with Les took place at a restaurant. After they ate, they had food left over and Les told the student to ask for a "doggie bag." "But I don't have a dog," the student said. Les explained to him how people in this country ask for "doggie bags" in this country for their leftover food. His second lesson at Les' house was to learn how to spell the word "rhododendron." However, to this day the student still has trouble spelling that word. This former student has become part of Les' family and describes them as nice, helpful, warm, caring, and loving. Les also has four daughters, and one of them has helped this student change careers from being a farm worker to being a community organizer. He is very thankful to the Chisholm family. They are his family. Les, we thank you for all of your dedication and commitment to the Cambodian people-may you be here at the CMAA for many more years to come. CMAA always welcomes volunteers. By Rosemary Costello. I �Khmer Lowell t\f\t\t'f\t\f\t\t\f\t\f\t\f\t\t't\t't\t't\f\t\f\t\f\t\~t\t't\f\t\t\t\f\t\t't\f\t\f\t\f\t\t\t\t\t\f\t\t't\ " ~ G~S~t~t~S " ~ i,, -! n.rm eiY&Bf&S 91fi,l!ig1'&irum sHut;A &MYSn.118.\!itlnucti ~rui-l!im nJGl &G&S: n.rm eiY&BHru-l!im s IJ, 1d i.J' -! ~ , nY'ifiouu5s"&r3ru~rwdrutl&lr3run.rtr1eiYs1sr °&r3rums&Punur31197-l!i&1n1y&s: t ... ~ LI u u ., n -11 ~ ~-~u®;uG~iijt2W~M$ •"' .~ ls:l. f ·" ' ., JI ... AAI A ' I ~ - A ~ @ . -. l..t J 11 C111 .1"a. C111 U Cit C111 :ai-r3ls :a n ...... s ~!5i3~~wmimi " ... ... ....I " ~ ~ -! H-YSl ru-Ufl s-sr31 llinflY-&HSM gfl~-tlrul W• Slei-tfld rus-ctru MUS I <'- U U I I c,, •' -! ru. ~u®;t2WffiimiGf5~N~~ij; f' ,_ f a. ~uiff:3~inG~~i51~2 f' ,.. V Hs-iscJs ururi .~ ~- ~u®;t2wu2:isjm:J • .~ ,.. .. .., ., • .~ ~o. 111u5i3i5~2eru:ism~ ~ ~~- ~;i;t~w~~~m~ijm rl'ru-fi m197 M~-NR n ru-un Hs-iscJs mru-t;1 &u~-ms &sfi-tfl-l!i nrii;-m¾ &~&i~-;.,rucJs tf1Jjei~-n'.1&ti]s ' c,, a., a, 0 a., .~ ·,~ ~l!J. ._. I Q1 ....... ~ tJin ~ r3ru &Yl-l!i ~:OOrult; 1 -! U " " n.1tfleiY&9Hel5-l!i&sir~tiltl&l&ruin-Hn&r3lru&YUfiiilG1 ~ ... [, . I ., ... ..... U}Y-flS " 111!5i3Nruj:G!i m1ruiruru&unmuri's r3ru &Un.11fi ~ &Yl~ ctmo "' .. "' IU nJYmmrngif¾g~mygrfJ'mrus (~rud) ci~ci-ci~d@ 1 nJYHrnM "' 1 ~+--- ------- ----- ------ -------------------- ..... C:, U ._......, ~ The CMAA is a non-profit organization. U ~ ., UHr3J-gJ&IS t;StlS-mS &n.rJs-nriru~ 0 " ~ ~ [ us-mm rnY-mts &ru-&b11 ~ ~u®m~m~~$ ,_ t\ " U ... " -! " M~-n.1~ ~ ~- 111!®fft~W~5t2 f-. '"1 &97:&n.rgJ- rn.r&m ~ ~ m ~!5i3N5WmM 28 5i5ji3iG!i . ,.J .. ..,..s .~ u:. c, Yfi-GYG ~s-u~1ruiis U&Ufi tsY-Yltfll&Hi gj11S &.I ~i5i3N5WmMff8G~:is _,,. AOI A d " ~ ~ U U I We need your support in funding this community magazine. " t\ " ~ " t' " " ~ ... [ ',!_ ~ ~ t' The magazine is published quarterly. Subscription to Khtner Lowell is $ 0.99 per issue, plus shipping and [ ~ handling. Please make check payable to CMAA/Khmer Lowell and send to: ~ .~ [\' [ ~ " [ f .~ f ~ ~ Cambodian Mutual Assistance Association ATTN: Khmer Lowell Magazine 165 Jackson Street Lowell, MA 01852 ~ .~ " "Name:_____________________________________ " " " " ------------------------------------ " " ---------------------------------- " " ·--------------------------------------" t' Business/Organization:________________ _______________ .~ "Address: " t' City/State/Zip: -' ',!.. Phone:_____________________________________ ',!. ~F~ ~ ~ ~ ~ ~ " " " """"""""""""""""""""""""""""""""""""""""""""""""""""" ~ 31 �Khmer Lowell w~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~ ~~~~~~~~~~~~~~~~~w * * Letter from the President of the Board of Directors * * * * * * * * * * * * * * * * * * * * * * * * IAs * I * * * * * * * President of the Board of Directors of the Cambodian Mutual Assistance Association, I am proud to present this issue of Khmer Lowell magazine. Through this magazine, we : hope to share with you some of the rich cultural heritage of Lowell's Cambodian com- : munity, and to invite you to learn more about the many interesting aspects of our community. * * * * * * *This year the CMAA will celebrate its 15 anniversary. In later issues of Khmer Lowell, we will talk * : : *more about our plans to mark that important milestone. Certainly, in the last 15 years, CMAA has * th * * * * * * * * come a long way, just as Lowell ' s Cambodian community has. As I write this, CMAA has a staff of : over 28 dedicated people serving the people of Lowell. Through the generosity of the Courier Corpo- : ration, the CMAA has its own building. In coming years, the CMAA building will be developed into : a professional and commercial center for the entire Southeast Asian community to be proud of. : : However, as much as we enjoy our present success, the Board of Directors and the Staff of the : CMAA have our eyes on the future. Over the next several months, the CMAA will be making its : plans for the next five years. We will be seeking the opinions of all parts of the community about the problems which our community faces, and about what the CMAA can do to serve all of the community better in the coming years. I am inviting every reader of Khmer Lowell to assist the CMAA in : this work. If you have any suggestions or ideas on how the CMAA can be improved, or can change to help the community more effectively, please write to the Board of Directors, Cambodian Mutual Assistance Association, 165 Jackson Street, Lowell, MA 01852. * * i * * * * * i * * * i * : * * * : * i * i i * * * i Sincerely eluuvtitluJ 'UmuJ President Board of Directors Cambodian Mutual Assistance Association of Greater Lowell, Inc. * : * * * * ~+++++++++++++++++++++++++++++++++++++++++++++++++~ 32 �Khmer Lowell CMAA's Special Events 1999 Date Events/Activities Comments ~an 1999 Planning for various events Feb 12 & 13 bpen House for Day Care Center Promote our day care center program and activities. March 1999 Strategic Planning" Kick-off', first workshop, staff retreat Launch a long-range strategic planning based on Tom Hurley Recommendation April 10 !Khmer New Year Celebration May28 &29 IBenefited Play:" Children of War" June butdoor Event: Picnic Traditionally, Cambodians celebrate their holidays and festival all year round. The widely celebrated holidays are Chau/ Chhnaim (New Year), Phchum 'Benn (Memorial or Ancestor Day), Bonn Phka Flower tree ceremony), and Bonn Cheat (National Day) Sell tickets; organize special event by involving celebrities such as Ms. Yolanda King and other Hollywood stars to help promote our causes, to raise fund for iYouth & Family Center project, to make awareness of Cambodian children flights. Clients, staff, board, volunteers and community members gather together to enjoy each other companionship July 30 & 31 Lowell Folk Festival Sat. August 21 Water Festival [hursday & Friday 19-20 September Cambodian National Convention, Lowell bctober 2 Annual Board Election/ 15 th Anniversary Celebra- !Annual event to elect new board members; also to ~elebrate our achievement after all the hard work, ention ergy, and spirit that we all have put into our organization throughout the whole year. Sell ethnic food, drink. Every year in Lowell, folk festival was celebrated where hundred of people came !from all over the New England area to enjoy the di~ersitv of ethnic food, music, arts, and dances, etc. Sell ethnic food, T-shirts, souvenir items as we celebrate the importance of water through cultural dances, music, boat races, boots of information, and others !November December ~hristrnas is a new version of celebration as we come to adopt as part of our assimilation into American so~iety. It is also fun to celebrate the holiday season and raise some money for our agency. IX-Mass Party - Dance Party Note: CMAA reserves the right to change dates of all or any of these events at any time based upon the approval of the Board of Directors 33 �Khmer Lowell KHMER LOWELL ~G\Sjmij~G~i~Gijru :., Cambodian Mutual Assistance Association Magazine Quarterly Bilingual (English/Cambodian) Magazine Reservation Form For Advertisement Yes, I want to reserve advertising space (s) in the Khmer Lowell magazine. Please, check one or more : I would like my advertisement to be Price per Quarter Size Back Cover $ 150.00 Inside Back Cover $ 100.00 Inside Front Cover $ 100.00 Full Page $ 80.00 Half Page $ 50.00 Quarter Page $ 40.00 Business Card $ 25.00 Our Ad is: a camera-ready copy an enclosed typed copy. I understand that a camera-ready copy will be translated and designed for an additional cost of $75.00 not ready yet, but will be sent by - - - - - - (date) TOTALPAYMENTENCLOSED: $ _ _ _ _ _ _X_quarter(s) = _ _ _ _ __ *** Deadline for submitting your advertisement: Feb. 19, May 21, Aug. 20, and Nov. 19 of each year Please, send your advertisement (s), and make the check payable to: Cambodian Mutual Assistance Association ***ATTN. Timothy Mouth 165 Jackson St. Tel. (978) 454-4286 Lowell, MA. 01852 Fax. (978) 454-1806 Business/Organization: ------------Contact Person : Address : City/State/Zip : Phone: (~ - ~ - - - - - - - - - ) Fax: <~~)_ _ _ _ _ _ _ __ * For more information, please contact Timothy Mouth, Bora Yi, or Pov Ye at (978) 454-4286 34 �Khmer Lowell The CMAA Board of Directors and Staff A BOARD OF DIRECTORS ~M:fi~Sfflf~Wfi ..,., Chanrithy Uong, President Bophany P. Beiferrnan, 1st Vice President Sunny Leang, 2nd Vice President Thomas Stylianos, Secretary William Tith, 1st Treasurer Bopha Mey, 2nd Treasurer Thysan Sam Michael Vann Thel Sar PahimKay ADVISORY BOARD Ken Niceweiz F. Nelson Burns Mark E. Goldman Venerable Sao Khon Venerable Ly Yorn Michael Ben Ho TemChea Saly Pin-ReibePere Pen Narong Hul Susan Beaton A STAFF MEMBERS ts~rufi .,.., Administration Executive Director : Deputy Director : Fiscal Manager: Development Director: Book Keeper/Adm.Asst: Receptionist: E.S.L. Program Director/Teacher: Monorom Family Support Program Director: Timothy Mouth Case Worker: Margaret Tham Case Worker: Brian B. Chen Danny D. Div Komar Day Care Center Director/Teacher: Counselor: Teacher: Assistant Teacher: Environmental Health Project Community Liaison: Vincent B. Un Martha Burns PeterNhim Pov Ye Pre. E.S.L. Program Coordinator/Teacher: Community Service Employment Director: George Clark Outreach Worker: Paul Yin Sak Seang RanyHirn Samath Moung Employment Services Program Director: Job Developer: Outreach Specialist: Citizenship Assistance Program Coordinator: Bora Yi Asst. Coordinator: Vincent B. Un Instructors: Chuck Sart AngPheng Chhorvy Chhay Hong Net Lorraine Cordeiro Arn Chorn-Pond Sayon Soeun Picheath Kirn TonyRoun Instructors: Khmer Language & Culture: Traditional Dance: Khmer Kick-boxing: Elderly Outreach Services Coordinator: Thy Erika Chey Asst. Coordinator: Sak Seang Rosemary Z. Costello Youth Services Program Director: Youth Assistant Director: Case Manager: Youth Worker: Youth Worker: Samkhann C.Khoeun Sothea Chiernrourn ThirithHut Joseph Sexton Ronnie Mouth Hoeun K. Tang Montha Um Bora Yi Anzy Khezarni NedaNou Computer Instructors: Denys Meung Simeon Zorokong Building Development Manager: Young Parent Program Director/Teacher: Caseworker/Recruiter: Daniel Burnegin Alison Gervais Simeon Zorokong 35 �THOMAS STYLIANOS ATTORNY AT LAW e:s Gt$~~ Fi71elll llie.i5uj1Ute.fi ~ ~ ffi Sti90 S7 ~gtrui Fiif Fi ~u rJ'i t9it V I • n:inntsthd c:, c:, TAX CHILD • U~&7fif:f&J"Ud I BANKRUPTCY • fi7J" [T]f:f [T]dl[[l Ff rJ /§ Wfj ts HJ1 CHILD SUPPORT • fi?dt::i W ti.Jdmn:ifiIT1.5 f:J m:c:, fi7 ,,, ,,, c:, DNORCE • n7it::f tJJ[T]f:f[T]dfn"ff:fdfifi WILLS & ESTATES • m1fjwfilirdnfJJIUMF[Jl o v mdfjWAfJIDtdn~Lngn!f fLffl:ff]RHIJ~:J fLfi7:ff]Rf3d?f3dfJJ7 rrm:mFfr:s1nt:s~r~md U fi7UlJ7 fj1 mt::Jj fi7dLUn7 CJ t: Jft57 ti.JS SCHOOL LAW o v v "" LI! n a • • • • • • C'v C:, s d CRIMINAL DEFENSE INJURIES* AUTO ACCIDENT* SLIP & FALL AT WORK* MEDICAL TREATMENT* DISCRIMINATION LAW* * NO FEE UNLESS WE COLLECT MONEY FOR YOU! FREE INITIAL CONSULTATION WEEKEND & EVENING HOURS, HOSPITAL VISITS KHMER SPEAKING OFFICE STAFF 22CS CENTER STREET LOWELL, MA 01852 TEL+ 978•459•5000 �i$~ru~2m~ ~ :J c! UOCT OR'S OI~ FICE f) €15~~~2~~~JG~ru t; ~ hl-0 ru ~ ~ rn bl ru U7 f:i gig rn el~ t~rum~ fi ~ ill ru ~ g-cl nt5 'tl Fi ~ ru 'b ml Fi - 'b ml Fi L 0 ~ g 6' Cl Lmt5rn 'tlEj'tlbl.Q ru 6'1.1 ~J'ilbl~lli ei( m~~~ runt~am'bLTI ~~fjffi~fila~'brul~itmeit[l ri uria6ult5'bL{hruua L~~filaat5 rt.5'bmlfi 'bmlfiL6'09 'befJ el~ m~'tlb1Q ruru1mrihlj7½7 ru'bflf:i'tl~ ruJ m6'd ~eiru1mtl~ma'b11);~.eici 'bffiel'b~maehueinru~~~~-~~~Ln 'bmei chno L~n ~ru'bmei ~:0 O~lu 'bUl lli'b~l~'1 H~la~ elLhlUl ruJt'bill eif ½l~t5t~ 'tl'bi1.eiat52 fi~ ru c OO~7TI 9 t ~Jlel'bgJfi'b0~~mH6'd'bmln-'bmlfiL 0 1JA~~t~ru ~~LM'bmln-ajnw~mmQ.eima 6' hlJl½l ru 'bflf:i'bg 'b~~'t1Ej'tlb1Q ru~~rnhl ruUlei'tliL ei~t~ruat56'd'bru ei~ ellu ~ lli'bmlfi-ajfi~ ~ci ~ 'b0~615'bmlfiL~~mamZm~u-t~g'bg)i ~'tl'b'tlWITTfl11.eign'bru2~aru~ c~61Jd) ~~61J-~61Joo ~ H'bbllbll'f:lfi-cjU-'blliel2mru fil'tlHrullim~ 585-597 Merrimack Street, Lowell MA 0 1854. C:::. CJI ~---.!) \J 0 ...., I t,) c;; ~ I r,- ffE}ff'1.£1 '1.fti[ 3ii7 ~ fil(flAffS ffYi1 f!J''fifGi[fffiJ? AffS !!! J r,- Lowell Community Health Center Lowell Community Health Center provides health care for people of all ages in the Greater Lowell area. LCHC offers all the health care services commonly found in a physician ' s office, as well as laboratory, nutrition, substance abuse and social services. The center' s multilingual and multicultural staff is dedicated to serving your health and wellness needs . Private insurance, Medicaid, and Medicare are accepted. A sliding fee scale is available based on income and family size. No person will be denied medical care because of inability to pay. For more information please contact us at (978) 937-9700 or come to visit our office at: 585-597 Merrimack Street, Lowell, MA 01854. The c5uR~ We are looking forward /' fi {'-'l ../ to serving you!!! � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml19" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml19</a>. Description An account of the resource This collection includes digitized issues of the Cambodian Mutual Assistance Association of Greater Lowell, Inc.’s bilingual magazines <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em>. <br /><br />The collection is completely accessible on this site.<br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml19" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml19</a>.<br /><br />Note:<br />Additionally, digitized issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> from the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection have been added to the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Omeka collection so that issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> may visually appear together when browsing in Omeka.<br /><br /><br /><br />--------------------------<br /><span>SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea.</span> Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007. UML19. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Khmer Lowell, April 1999 Issue #7 Subject The topic of the resource Nonprofit organizations Description An account of the resource Khmer Lowell, April 1999 Issue #7. This magazine contains 38 pages. It is likely that 2 pages are missing from the issue scanned. Topics covered in the magazine include: immigration law, New Year celebrations, CMAA programs, education news, community news, health news, and more. Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection Publisher An entity responsible for making the resource available Cambodian Mutual Assistance Association of Greater Lowell, Inc Date A point or period of time associated with an event in the lifecycle of the resource 1999-04 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 38 pp. Language A language of the resource Khmer English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml22_khmerlowell_issue7 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts Creator An entity primarily responsible for making the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. 1990-1999 Cambodians Periodicals https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/12364fd9b4e85146c71798e5b9b54c36.pdf?Expires=1785369600&Signature=ejy005iqSS45whJ8OHCfe6ysMZgI8k8CCBwNCTjv2A0xauBq1%7Ekpdvnzd-zHt6I0xIVI5VzEFr%7Ey1TrkDgvkENNkofkVEz9jAZz7Lh-yRwZ7zRkx7Tc-x5z1pzDBZwBIKbGjT83GQlemguTFrmodqr7KuIa66a5N0s9y2NS7NGjTzatSQOXOIQPpjYyF8CwZwYcLhDJooh3Qa%7E9DeQF0O4FqXfrLA71yQPSeIWktlAz0ltyvlhJ3D3by-j2Tvmk6Fls3C03Irh6fHnYAct2EpgXRXC0o3ijGlqoKw8GJOVDM4oeiYvYt9qBN8Ofemq8MARvdj0MtqMn3-02ZYz%7ErWw__&Key-Pair-Id=K6UGZS9ZTDSZM 9d3a9dbdcdef6cc1d081977edb37fdc5 PDF Text Text Edition 15 April 2001 Another Year of Success New Year Festivall tival Hightlights in this issue: LEAD-ABE Progrnm 1 :30pm - 11 :00pm Young Parent Progam Tsongas Arena 300 Arcand Drive, Lowell, MA ..Komar Day Care Center '.:Monorm Support Services Program And other News... MAJOR SUPPORTE C tJ o , e Banr<; Tom Giossi and Sarah Ford; Arnold Worldwide, MDPH; FirstMass; Lowell Cultural Council; Lowell Telecommunications - ~irii:-. ~ Corp.; Mass Cultural Council; Princeton Technology Corp.; ~~ :;,-"" -~i""l Angkor Dance Troupe: F Dance Troupe; Superwa , Laundromat; SMG Management; and Sovereign Bank. �fo ems a f.f.li 3 GJ d [;jil:JOOGJ - &i.S~~~l fi»fi&i.5611~~61~~~/ 1' .,.,. w ~ ~ ~nasn&51(t1Sftlasomi ~!'n'°~1s • • -~ tn~nasfJ!cf hfilfnt?ti.57lf[i!s J:5imrAfr.lr:irJ:5 r;f'fo:ii gw mbrm: fJJ Fi{:]fJnffJ3:? g U Uu 'U UJ u n ev r:;f!Af![I Uf:fft AfJUf0TJ7 J:5 /JI O, 0 0 0 Z1 Fi[JJ:5 rew!f, f:flSr:f7fi~&mJ:5 ri,ooo f:f3nJ:5fjf'if:fwbtf:f UfJ.f!7615fl]FT!lnbRfif:fSt3ffrinii, g[f~fifJ, JUrlJ:5tjfJ, UfJflfAfr3!Jfi7 BJ:5bRfitifmfi ufJ{f7 Wfl}b Rfitiff:fr.m"in frJfi sJ:5 rn57n[fibrfjn c:, • asi~flilffl c:, c:, I CO l,,J fJnunimsu(~f:Jf]rumnn{fnfJ~MF[Jltln~gmimirff'il:[/IFi"fofr!JJ:5ff1"i f.Jf:fmfn'!Jg'/fi[jJ:5f:Jn 1 fiJf!1f!ifJ&81 fi7f:JtW: nm7 m& mfis1 u rn.nn MWS rft1 s1 ; m ~ u d Happy New Year' from Arnold Worldwide, MDPH, and CMAA lmaqine: "Every time you inhale, you lose a Iittle of your Iif e" Smoking and secondhand s_ oke are m DANGEROUS. • • • • • Cigarettes kill 30,000 people a year Cigarettes contain more than 4,000 chemicals Smoking causes baby to be born abnormally, sick with diseases like asthma and emphysema Smoking causes baby to be born prematurely and with low birth weight Smoking causes throat and lung cancer If you need to learn more about the danger of tobacco, please contact: Amy Fortner or Sayon Soeun at the CMAA, 978-454-4286, 165 Jackson Street, Lowell, MA 01852. Sponsored by Arnold Worldwide, MDPH 2 �CMAA•s KHMER LOWELL MAGAZINE ISSUE #15 APRIL 2001 • TABLE OF CONTENTS TT T ·-y- -T T T T":T . T - _y _T'T y • • ~16lfil~s_3~ : Dance, the Spirit of Cambodia • .4 40 Dancers and musicians from the • iy"it,~ ~ ..... ... ... ......... ... .. .... .. .. .. ... ..... .. .. .. ..... .. ..... ... .. ... .... ,d • Royal University of Fine Arts, • • Phnom Penh • • • nmssi tljfil .... ... ... ... .. .... .... .... .... ...... ..... ...... ... ... ...... ''.. ... @ • 2 performances only! • Friday, August 31 • Save the Date! Magazine Committee .................................. . .... .. .. Executive Director's Message ...... . .. . . ...... . . . . . .. .. .. . . .. . . 5 A Message from the President.. ... .. ............................. 6 • • . • • • • Saturday, September 1 7:30 P.M. Lowell Memorial Auditorium • presented by AngkorDanceTroupe&NewEngland Foundation for the Arts, with support from the Theodore Edson Parker Foundation • Tickets on sale mid-June • • Visit the project web site www.asiasource.org/cambodia • · CMAA Staff, Board of Directors, Advisory Board ............. 7 !::!!"" ., ,.J n.rads i;irn~ 9d ,uru-ic.Ju 1ururnu i;in.rm l=mrna. ... ..................u 9' c,,~ • • U U • I OI......, ......, Community News ................................... ............... 9 • • • • • Environmental JOBS .................. . .. ... . . ...... . .. .. . .. . .. .. 10 t,UfilNNL~l s~aJl ~t,ilnfn.. ........... ........... .. .. ............~m sign.rgrni;i ..... .. .. ........ .. .... ... ..... .. ........ .. ... ... .. ... ....... ..... ~~ I ~ ... ,., fil"i.. ""i.. .r ~., fi~a ts 'deirnt,-t:J,wt,~alijhllSS,wnJtJl l:iaS &fF•···· ............... ~u Young Parent Program ................ . ....... .. .. . ...... . .... . .. 17 • • • Uru71&9tfiil .................................................................. ~G n Komar Day Care Center. . . . .. . . . . ...... .. .. ... ... ... . .... . ..... 19 Monorom Family Support Program ..... . . . .... ... ... .. . .... . .. . 20 • L------------------' • LEAD -ABE Program ............................. .. ..... . .... .... 21 Khmer Lowell Magazine Advertising Information . . ... . .. . .. 22 New Year FESTIVAL Program .................................... 24 L O W E L L !... HAPPY NEW YEAR L ots and lots of mills 0 verfull of activities TO ALL MY CAMBODIAN Wonderful places with sunset Entertaining the visitors with festivals L etters of historic people Letting to be known as the AMERICA CITY. FRIEN)S! With w armest & B est Wish es , By Star L. Th am (81h grade student in Magnet City School) Go vernor 's Councillor M A RILYN M. PETITfO D EVANEY . Room 184 - State House (61 7) 727-2756 Home : (61 7) 92 3 -0778 ,• • I~ "'7 . ... ..., - .. ,,•,.---.. '> Khmer New Year Festival " : ) I • Jeanne D'A~~~redit Union Your Community Credit Union~ since 1912 JDCU le \ .' '~ Jeanne D'Arc Credit Union ~...:_JJ 3 �O Khmer Lowell Magazine Commitee A ltil~D Executive Director 21(1Sft~nlS~ Samkhann C. 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Cl q 11"1 U Cl Cl--f 111"1 JV 0 Advertising & Marketing Managers ~ft!l~f'JIS£ft21Cmrui£ii: 2Cl°lj!Jl"ljlu; Paul Yin , Thysan Sam, Ny Ma, & R'onnie Mouth I 1 Legal Issues Editor ~ii2'1£i~ftl3_?:S Joseph H. Sexton Health Issues Editor ~ii2'1£i~ftl\ll:lfi'l€l Sovann Kheam , ..,,, -., ~ At large Com munity News Editors ~ft2€l£i~iil-.5..sli!i:.i2 Voeun Mao , Sayon Soeun, Danny D. Div, & Thysan Sam Co .. .. 0 Khm er Lowell Magazine is a quarterly publication published by the Camboian Mutual Assistance Association (CMAA) of Greater Lowell, Inc . s All articles published represent the views of th e authors; th ey do not 1 ecessarily represent the views of the CMAA or its funders. Your contribution I uch as articles, folk stories, modem fiction , poems, news, etc. are happily nd gratefu ll y welcomed . Please, limit the document to 1-3 (I I x8) pages, nd make sure to include the author's name, address, telephone, and signaure of the responsible person. Khmer Lowell Magazine committee reserves the ight to publish an entire document and/or in part based on space and budget. Besides, we would like to ask for yo ur good heart to help us by subscribing o, or advertising in the magazine. Your generosity is needed to help us continue in ublishing this KL Magazine. The subscription rate is $14.90 per year, including hipping and handlin g. Thank you! U Cl I s q ~a s flfllj~~ "i£Uij11m· 1.!Jlt;l S,flutht;i =~Jl'llj~ ,eiru MlfllilJllLUGirnMi/ru ttafl~ nlLfilfl M1 H~Uli ITT~liJl ru,:i rut;, S'Gl: ~Jl'si ,ru1hi'1S\ltl1'.J'6 IIMJS1/~IJllllj1/ru fill'TI1~ a~1H;i\fin'.J'6!!nsn~ vr;1r;1 ,tiiruiisfasu'TI1~n11n1Js:rnnin1tn11Y1J11 VLl'i~~d~rusisi sn1tnnYIJlH!ljru1 d~rus~'?ii71i!11SIUMm.fll'i!!l'i ,!11:t.'lH~UII ,o~s!tls,dJ~'.J- Lmrurnm.nl'i. 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Ul(!!lll:l ,eiruitiru Ylru:i1n.1~ s~mni'ru~s~G91~'Ll'ilmS:t rn s r ., ~ E ~i;i~G2i - CMM, Inc. ..c: ::.: 1 165 Ja'ckson Street; Lowell, MA 01852 fl'el: 978.454.4286; Fax: 978.454.1806 E 0 <!:: jEmail: cmaa@cmaalowell.org; www.cmaalowell.org 4 �CMAA'S KHMER LOWELL MAGAZINE ISSUE #15 APRIL 2001 1 1 EXECU1 I\TE DlllEC1 f)Il MESSAGE &tj{!Fimsmgrmmrnr.,i ! gefjeiffi "ffMJfJr.}!fii f§i" fj7 s r~fin;j}j m}jur;riFi7(5;5ffMJ_fJ mft7 Mnf!-5l? fifff,,s rd]wr @1:m;!}jgs f§I~d!, }j fj7Sf.f!7Ciu7Fi~mnmc;;r.,ur@AfHAf1W:rnmmrr.,crsrBfj7f:ffiW7CIJFirtl7w ficr}jgsr_f1rw}jrmmsutj[,Af5l7f:JJ s}j fj~1fill@FiS/m1clfMmtlsm mnrAfAfCTrrn:#rn1miMrrrscrMlJ[JUrmiJfrlJ tlur:fJUMZJ1f@Fi crmmrn1mrEf:f u· n V u , u I V I V 'V 0J • '1ill'1 rEr:ff@@m1mmMfif:fBmfJ Af?f:f.Jlm r_,itJ'n ngAffinr::f i!J&ct& rmwfj1SAff:f1f:f.Jrg-/mf:fmfiM:r:f7fi fiM:Fif:fffl1 &rn1 ZJCIJFi §}j~~illfi~~~f:fti7r_,fi}j£,Jfl~ [_,flf:fg7}jr_,fiAf}js}ju~ff11S7S7fj7SH~rM;mbni~ rEr:ffriJcr rJf?iJt[MJfJill fi,f§1mf:fm/Jcr,crrnril?w1mrrirAf7f g £Jct fBrnful ff, i!JOO£J rn-f[:I}jgfifE}jf7f.JJ~£ij7tflt:i (J)JJ:j rff: ft1m§}jmsn!:f1iJiJmJ:s}j/crJJJffrr_,5sfcrcrrr:(_J}j:J ft1m§}j'!Jl}j![Jf?iJt[MJfJillfiiffrs:r_,unurmwmn AfUJ1Wifi17W '1 rs:mrron9nmnwftJmAfff7fif:ffo1rdJ}jfj7sriJcrcrcrMJuillm&rs: l[Jfg-fr:JJgtJf:fW77[,Aff1Af?OfthWfj1Sf[,f1Mr"iMWfif&ifif:f1fJiJn_p: s}j IUJ1Jfff:fwm§f:fnrm}jtffulsrg1~f:fmgmnft1m1/,crrfJr"g1rl,s"""mf:frnmrlM §}jAf}jf:ffo7-;nrn1rn}jrmficr.ssfi}jffisrdJ}jrs:mf:f}j.-, rthwq1smg;illg']l[,UUt51~mnfiinE~rg-/ n.limft1mmsrJfjSf:f~AfJfJillJf:fH.1J&itl~rgif:h}jr_,cftlf!CIJm.ss7tf rdJ~Mfilf:fr:hgtJf:ffU77[,Aff1 fi,ffrs: §}jmf:fns/gAfJSnr::fsrr.,5srtm;J}j rmm&sr_,if:fffi ~rfH[l:ffulfi tJ§}j crr~Sl[Jff7Sf:frmAfff1JfiS7AfUJ7W"innmmrr.,5sfcrf:fiVfi rt17wrdJ}jfj7sr/JcrcrflJff7SFi!:f'1iJIJ7Fiff f£ }j ill.f &i1J7Fifffe}j:Jrju.,r:JJI Hlfl~fjlful/f.; dJmrt)}jrn/ffJ}j, f g7/, HlfWf~CIJf!}j, rft!Jn, ur[Jrfj}jm§crnM-Aff:fCIJ U mf:fg1}jmsrnm}j1miit1Mrn nurnrfrB1mf:fAff:fWfflmrrif:frg1fimrt1f:f'1 Ln, v ('\; • U u, --.J Q}jsmrdJ}jg7}jifAftfJr:17fiM:Fi!:fFi71&Fi71S7Wfi §}jr:f7t[~illfi[_,Uu7Afff7fif:ff§1 [_,flf:fgJ}ji[fillfifj[,fiITfj fiJf:ffjt:in1AfDMqrn1t1mr.,uw&fJ f:hgrnrig7}jjjft5fj}jgtJcrmm& Af?f:fllfl71JfiAffi i!J&ct& rn: Aff:ffH7CIJff7SAf3if/fl(J$(J~fj7SAfrmrmfi"i1WffiIT~fJfflJ"}j7; §}jrAfu~rJ}j l.j OJ-. 'LJ'-y, l..j n [_,fj7r/7g1}j£?J7CIJ .-,· rmwrMu5rmmncrms§r_,mmrr_,r::1Mrfei '1 0J U 0J I V U U At this special ocassion, I would like to take an opportunity to extend our wish to everyone a Happy Camobdian New Year-the Year of the Snake, 2545 BE. Also, I would like to welcome you again to another edition of the Khmer Lowell Magazine, a quarterly publication published by the Cambodian Mutual Assistance Association (CMAA) of Greater Lowell, Inc. At the CMAA, we have been working very hard to organize the Khmer New Year Festival 2001 to be held at the Tsongas Arena on Saturday,April 14, 2001, starting from 2:00 to 11 :00 pm. With a theme of"Celebration of Khmer Music, Arts, Cuisine and Dance In A New Millennium", we are featuring many different aspects of Cambodian cutural performances, from the traditonal Mohori music essemble to modern live band, traditional dances to pop concert on stage, comedy acts and musical sets highlighting the once popular era in Cambodia, along with food, arts/craft, and informaiton booths throughout the day for visitors to sample, purchase, and enjoy. We anticipate between 8,000 to 10,000 people to circle throught the event on that day. I would also like to acknowledge our sponsors and supporters such as the Fleet bank, Sovering bank, Massachusetts Culrual Council, Lowell Cultural Council, City of Lowell, Department of Public Health, Angkor Dance and Friendship Dance Troupes, Lowell Telecommumunications Corporation, the Merrimack Valley convention and visitor Bureau, O' Sullivann Communications, the Tsongas Arena and many more individuals and businesses to help make this Khmer New Year Festival becoming a reality again this year for many to enjoy. May the Year of the Snake bring you and loved ones much happiness, good health and prosperity for many many years to come! May Cambodia and her people find true peace prosperity. Happy Cambodian New Year! Samkhann C. Khoeun Executive Director, CMAA 5 �As President of the Board of Directors of the Cambodian Mutual Assistance Association, I am proud to present this issue ofKhmer Lowell magazine. Through this magazine, we hope to share with you some of the rich cultural heritage of Lowell's Cambodian community, and to invite you to learn more about the many interesting aspects of our community. f;f.Fi3:r6:71nifh EfS!5ff9AfJrW5'1()niW i<71ni1C'Jrw5 q1srMrmiJC'JW mmrr:hffw-rn ch&C'Js5rn u 'JnJ<Js5 'j{lf'j s5wnJs'J tf1srSJLJ[:j5';n nJ:r<tAf:ri: ~5~ltq)m rw51tru,_,ch~FJl~lm~rMrS7lnfritrilf/1~Fflm rl<Jm{j~ rs: r<71:Uch rw-5ffS(J!SrwFn rchffW"f:il FitW"5rmlC'in.Fl nJ w1tr... rufw-rV"J:r:hrw5r,;Jrmmff[_,MFiri&rciJ5rn~5 n.m~tthw- riJrw5rm1C'Jcn5~smttll;rtI1tnJ rii:rw5 ~5rm1C'Jr~chf[W-WfUJC'ir:htq C'JFJSC77uir05 rm ... rlm: H? rrm:rw-5cti1~rturn ... 'Jt V u 0 This month the CMAA will present its second Khmer New Years Fes ti val at the Tsongas Arena. Last year's celebration, our first at the Tsongas Arena, was a great success, and we are hoping that this year's event will be an even better event. We have received word that Prom Manh has been approved for a performer's visa to come to the United States to perform at our event. We expect to have even more booths and other attractions this year. I invite everyone to come to see the New Years Festival on Saturday, April 14, 2001 at the Tsongas Arena to share in our celebration of Cambodia's rich cultural heritage. For Lowell's Cambodians, this is an important way for us to keep our culture alive. Forour non-Cambodian friends, this is a great opportunity to explore Cambodian culture and learn more about the Cambodian community. d -t, c:r The Editor's Word Our Khmer Lowell Magazine is always happy to serve al 1 of you as the readers, supporters, and the community as a whole. We love to learn new things that are beneficial to us as a Cambodian Organization in Lowell and especially for our young generations. In every issue, we try to include other subjects, besides the events and programs offered at our organization, as many as we could. The main purpose is to provide as much information as we have to the community, local and national. Therefore, if you have any good information you would like to share with the community, please forward it to us. Planning is already underway for the next Water Festival. The government of Cambodia has donated two seventyfive foot racing boats, built in Cambodia, and local Cambodian businesses have generously donated four additional smaller racing boats to the CMAA. We now have the challenge of raising the funds needed to transport the boats from Cambodia to Lowell. We want this to be a true community effort. Anyone interested in helping the effort to bring these new boats to their new home in Lowell can contact the CMAA at (978) 454-4286. I look forward to working with all of you to make this year's Water Festival the best ever. We live apart, but still be together! 1319 Middlesex Street, Lowell, MA 01851 ~ . Tel. 978.452.4748 k~~-~ :>)", Elder Services Program parti ci pated in the Walk for Elders ,?: V ~ ~ ~v~ ~ ~.:.:,,i, "~~~ ---------------6 Fax. 978.452.4754 <I. 0 ~j -,,.---0 ~/~~ ~-k~~,,,.,) ~:;,, <'\.~) �CMAA'S KHMER LOWELL MAGAZINE ISSUE #15 APRIL 2001 0 ADMINISTRATION - a STAFF - iSAruSi ~ ,;,-: • G~nWtsWe~rni Bunrith Lach, President Chuck Sart , Vice President William Tith , Treasurer Sokhary Chau, ABC Financial Thomas Stylianos, Jr., Secretary, Attorney at Law Chanrithy Uong, Lowell City Councilor Chantha Bin , Social Worker Mark E. Goldman Sara Khun, Legislative Assistant, Congressman Meehan Samuth S. Koam, Health Educator, LCHC Ken Niceweiz, Farmer I Associate Professor, Umass Amherst Francis Dawson , Liaison Officer for the VA Chheang K. Ngor, Senior Administrator Stephen Thong Samkhann C.Khoeun , Executive Director Sothea Chiemruom, Deputy Director Thirith Hut, Fiscal Manager Jenny Lee , Accountant Joseph Sexton , Development Director Ronnie Mouth , Office Manager I Book Keepe Holy Khut , Network Administrator Vicheavy V. Chantrea , Receptionist CAMBODIAN COMMUNITY HEALTH - GS5iG\SS'l8i~ru Sokha Saing , Project Coordinator "" ' Sovann Kheam, Community Health Educator Karena Heang, Community Health Educator GSnt2illl3flSG\SGmifi CITIZENSHIP ASSISTANCE PROGRAM - ~ ll 21 YOUNG PARENT PROGRAM - ~ Van Chey, Program Coordinator Instructors : Ang Pheng, Chath pierSath, Hong Net, Thomas Stylianos COMMUNITY SERVICE EMPLOYMENT - GSnt2illffiH:liG\Sms ~ YOUTH SERVICES PROGRAM - GS5it2illill5t2 Sayon Soeun , Acting Program Director Cri/niool Justice Coordiootor Amy Fortner, Employment & Education Coordinator Sak Seang , Khmer & Peer Leadership Instructor Rany Him, Traditional Dance Instructor ~ 1,, Tom Giossi, CSE Program Director Paul Yin, Assistant Program Director/Job Developer Saloeun Kong , Case Manager/Recruiter Voeun Mao , Job Counselor/Case Worker Janice Pokorski , Skills Training Director Ny Ma, Administrative Assistant ELDERLY OUTREACH & ASSISTANCE - GS5it2illill5m&n~&n Judith Dickerman -Nelson , Progra,;; Di;ector Catherine Martin -Loew, GED Instr uctor Sak Seang , Bus Driver & STRENGTHENING OUR FAMILIES & COMMUNITY PROGRAM - font2illG1Se~8Gm G~nt~ill~~G-.5jl3'lG1.S K'osal ~ Suon7 P~ogram Director Chantha Yi , Outreach Worker Pitou Phat , Youth Outreach Specialist ABE-LEAD PROGRAM - n~5S.isn,)5~t5:8rni .__. ;,.r· "' l,r Margaret Lavyn Tham, Program Director Danny D. Div, ESOL Instructor Matinal Chan , ESOL Instructor Alison Gervais , ESOL Instructor Mary Cullin , Workplace English Instructor Prince Rollins , Computer Instructor Judith Dickerman -Nelson , GED-PM-Instructor KOMAR DAY CARE CENTER - G~nG$ffi1i2G~e ~e Karen Stairs, Program Director/Lead Teacher Betty Borden, Founding Director Neda Nou, Assistant Teacher Kanika Suthy, Assistant Teacher VOLUNTEERS - CONSULTANTS - ~G~illjMM CMAA's ADVISORY BOARD MONOROM FAMILY SUPPORT PROGRAM Brian B. Chen, Program Director Maridy J. You , Case Worker Thy E. Chey, Case Worker G~nt~illt2Mi Michael Ben Ho TemChea Venerable Sao Khon Venerable Ly Vorn Saly Pin-Riebe Pere Pen James C. Dragon, Esq. Sambath Keo, D.M.D. Narong Hui Vanthan Un, Esq. Gi'.55it2illG\Se~8Gm ,lr,,, l,r ~nt2illbnG8G\S Daniel Bumagin , Building Development Manager Michael Schaaf, Financial Consultant Walsh & Co ., Certified Public Accountant LeMay Company, Constructor Muckel & Associates , Historical Building Contractor George Murphy, Esp., Legal Counsel Lianne Lemonte, "Grammy" Lillian Pelletier, Counselor PROJECT BASICS · ~nt~ill~W5~ Dan McNeil, Denys Meung, Lorraine Cordeiro , Hai Chheng , Andy L. Kim, Samuel San, Cheryl West , & Ammarith Oum , David Stoker, Robert Deaver G:":I 2,1 Thysan Sam, Program Coordinator CNABCDI~ FAMLYHEALNGPRQJECTSokha Saing , Program Coordinator 5i~S~ill~~G~G~5i~6~ • 7 �-·· 0 rmmruuumrud ALTERNATIVEMEDICALCENIERS Acupuncture HEALTH LAND Chiropractic Physical Therapy Caring Professional Services • 21 George Street Lowell , MA 01852 0-ttull§tll qg run Bil mtHflJll '}IHI run tfl IT] ttn rn 9i ll ty 1 19- '}JHtgm nJtn oB '}Jtrg 1rn1 Bil g1tfl 8tl ruu fi1111Jl nlli ll Lq WLW m-m O Wtf m81rl ll rn 8 WI H ~ ci"" nll Bltf ri C\.Jll ll wmrm t'3 1 " cl ruull YB t§rnilltqW9ill LW'1 • "' Tel: 978 .970.1212 Fax: 978.970.0800 u WIU11stl!}ig tm riJij'l~ mB~oo~'1 I o AUTO INSURANCE o tl1Jl nunm rutl nt11 t11 n13 trn '1 <' • • Open 6 days - Free Initial Consultation - Free Parking OTTB C\13 Wl ~ tl rutn UU)l ti HLri ~I '}Jtf~ tqit rus ll WWJU'4] n • Low Back & Neck Pai n - Muscular Strains Stress Reduction - Athletic Inj ur ies Health Maintenance Auto Accident Chinese Herb Medicine V • ~ J Ct-9 2ru§tnrqCl.JlJg ru!}iy tfl B9ill rn tqtn B rn tfi ITT ll tn trmll 1t11 nti ru ~ ntrB rn Im trntri rnJl t11 tiBlls nB, ~ -'}Jtf~Hfirtl1Jln!fn Blll ntJ!1 LARGEST MULTI-CAR DISCOUNT 1fnot11no1um1mnl1 n .., tp .., Associated With over 400 Groups With A Discount of 1n cifms ms11fill1t11rm w q u wg ru!}i tfJl ill Q LUrtLtll!Jtf~ runruntum1 • -m ru: 1~: w3: wr~~ WL~i~;uJn nru: m ~OIWOQUC\.Jlll uJ ll§ 8 '1 8 ,, JOHN J. HONAN f~n L~ ii B w ll rui~~ u~ B tutilgtwtmB '}Jtffntwwyi '1 cl -'}Jtr~!}igrr, tUtllW!fftU ~ Ulri WUJl ruq Ull ys ri -!}i 111 ll mW~l 10% or more 426 CHELMSFORD ST., LOWELL - NEXT TO WENDY'S al .J .., INSURANCE AGENCY TEL. 454-0402 ., tn wn1t11nt1 ruw~ Wl am1 tl rut11 ti 13 tf 11 B H Wtrli U)l ti '1 ll uBmC\.Jl: numflllunn ffts m '1 8 1 111 rn rl ll rn] ri C1J1 &-'}Jtrrn tmnjtrJl ui si WI sin §1 ~fif3 tnJHnJl ~ tl ruu Wtll fit§ 1~ ll L"f nLri irtm C\.Jl w~ fif3 Wl ~ mn!Qll WL~l tf'1 s 0o- ~ mB agt11 tiii ndB ttrn: '}JH~!fntn tm ntlflnq ncurrn 00 -rJ! cy ~ fif ti tr~ ru . fo ru31Ltlltf1Ltl ll ~ tULri ULri ll 9JnJttll1tl 8'}J~~ n tf 11 mnqn~gorn~~tflBl!Jll '1 Eliot Church grums tl rlftl 8 U119 Wrlll It 0 Dll 81 tfUC\.Jlll 1nJ11UJDtf'1 I 019-~ tf~ ill tri wnrn tm£Iiy mrn.m1n11 rutrn~ ruuum .,. ~ J ttm rn ntr~ ti ru wrutr 0 m-D ti tlllJWl (l (Ufl trtnu rug 81§1 tfntB1tfifnlri H8 l!j0ri §ll 8rnJ tf9 gi UB ll Wl WBlrl ll LW: tll1Ull m1m 1nn tUW '1 l1Jl ITT l1Jl tUl tUI tll tULWIC\.Jll: ""' " o' ~meqiGtiru n~ifirrn15u.\5it,~ F1U Ull ys Hll mllill fimtl[l: '}Jtftl 10i llH firtfl 8 gj 1u ll !ff tU'II -.. d L~ i:; ~1 ru ~~ tm~ ~o : ~~i~ ttli a i1 ffJ s Mmmii m mn Fi / u ... ...., ,,~~j1~!~fi ~~~Gf:!~W: ~9 ff. ©03/29-30/200 lBRS0 1 !2£ GUS~iSG~GL~ 273 Summer Street, Lowell, MA 01852 (978) 452-3383 WUJl tUW191Dll !ff tUW Ifll '1 I 0Ct -cy~!}iym t1J~'}Jtfl1Jl .,., w~t¥5~~~-1~~ - ~~,g 8 l.,j fi �CMAA'S KHMER LOWELL MAGAZINE ISSUE #15 APRIL 2001 consisted of 10 students and now our 3rd one consists of 85 students . As the classes moved forward, we've seen an over whelming response of students, young and old who are coming to CMAA, to register and who are willing to learn, to improve their English, solder and computer skills, and to get their citizenship to accommodate their living in United States. From the outcome of all this I guess, when it comes to education you're never too young or too old to learn. Once again we would like to congratulate all our graduating students!! Keep up the good work!!! mrrJg90 fonf:f: miE009 Mf:flfifffrnLn~vttmfj)sri)ucrflfJgw r!J0rffn!/1f;;1~!_1 irmgj~(~nir&11Lficrrm:fJMJ1U,,Mrcfl_~ fl?~HAfrt:Jillfj)SB[J5~f[J5~WFifJflfFithFitj~Ff71ti5Ff.J1'1 ti5ti5Jfl7~ HAff:flSUs sd'cJ fnf5rt:Jillfj)SfJillJffMnJ!b ~n!lmcttrjFi'1 9J-rfinB11ri)smfu7u}Ar~M §~1DJfliITTSIT!:JS®ctmi;'1 @)-~FiB7~fJillfum7fif:f7SCTSStfOS7Fi'1 m)-funm~ti?~qprr,t!)~rm{fcrm§crf:f7SU~S9®'1 rw~"'f:flsrMcrffrMffSMJr:lmffnrthwnfJ011MrMn-rMnffJ r::hffi fu71fJ Ci i?f,Fi m Af Afti5J[J5f:f7Mr::h ~ 9 0 0 S7Fi fj) mu rfj f!Jff Fi fJ ill1ffFi ~nfrn1fJt33 gr,"fnrn:rffajr:J W3UCiff t:Jru nfJrn:'!}Ff7{:3 !:S • >-;~ t:-,..tf:' °' rnilnu'ffnrqj~rriffrFf.Jfi'1 mgwrn:rt:11 rw ~rt.IJf!]HAffMFirMnriJ(t:Jmr::hMf:flfJn§fiumfit:Jcrr:hrMFi ffa1Ci gncr, ufi Mfi, {.j r:nn u , '>--1' ~') r:HhM iJromMM, irJ!lff §Ci, Mf:fCi fi?, Lflff£?7~Mf:f7fJnf:r£ufi WAffu~fifffB;' §~UFiU~7fi£?7~Hft51J~'1 l,.J J.1 ..J .,J 0, ... "' Congratulations to the following students: ESOL C lass Sengchan Som Sokkang Gen Sopha! Nhek Sarath Nou Som Mak Mao Dean Mon Marn Brian Chea Sary Oung Sarah Keath Rotha Sar Sotthay Loc h Pueth Noev Samon Say Navy Kim ChanPiseth Ap Chadara Ap He ng Keath Hok Ung ChanPiseth Ap I Amanda McDonagh So lderin g Class Sarom Seth Sokhun Tang Ra Cheng Sambath Boeun Yoeurn Kan o! Som Mak Sarom Seth Samrith Tan Sopho Sin Rotha Sar Nath Un Neth Mom Soue Thim Bun Th y Hu ynh Thi Ly Sambath Tan Moeu Thim Kek Phan Luy Sorm Preng Tim Sarim Neak Em Ma Phan Ouch Hong Chea Sarun Kim Yorn Ses Phan Pheng Hach Ponch Song Muth Hay Hem Phen Sok Sarath Noy Mith Ouch Sarin Keo Kolap Sen Ngen Chea Chantha Trieu Yun Tith Sam Seang "' Thy Mao Thoeu t Sath rdJ~rnimm mmnlif,iflooonE~rfCir£?i nfJuqpJ-m1tJnJ7i:Jm~ 99f:f7SfCiMti5U90fnfiff;iUfM7: rmWfffit:Jmmrn: rdJ~ITTSt:Jm rgicf'cJmFi'1 ..,_,, Noeu ng Chham Computer C la ss IJ"1 I Nary Nin Sophearvy Sam Sophath Soeun Phin Hourn Hor Bee CA P Program rdJ~j§~U[ffjifi;1Ufi[J5r::hflill1~rmr;~gL'?~Fi,jttm,vf:f7S[J5MjmrJ Fi~Fi71r:fW'!JHfufill7Fifj)S£?£iillfr::hfir:J'Wtj~Ff7Ufuf{:37 Ff71[J5FiUFf71 111 rErfJMrJ!illf§imnMritQ~f!JtmrJrtJ&Cinfi'1 rdJ~fiJfffJsst fAfu[Af1fAf1crrm:HAffilllf'irt:Jmr:f7MAfJft:iillfj)S£?1tillfr:f7fiefW 'Lmwnm1iLu~tw~mtJuMrillJFi-f!Fi'1 untLurfhW{!FiLM ls d'w Sophorn Pol Thay N. Phlok Phil So Mak Kep Noy Porn Seng Luy Mao Moeung Pen Malay Hen Svay Teav Lao Sim Thea On February 10'\ 2001 CMAA hosted our 3rd annual graduation ceremony, to celebrate the achievements of our dedicated students. Our graduating class consisted of students from ESOL, citizenship, computer and soldering class. This marking term the graduating class had 86 students combined. There were 50 from Citizen Program, 12 from the CSE Soldering class, and 24 from the LEAD/ABE program(24 in ESOL and Computer Classes). We are very pleased to see the outcome of this graduation, over 100 people attended to support their family members and friends to celebrate this joyous occasion. Aslo presents were our members of CMAA board of director, including Bunrith Lach, Chuck Sath, Thomas Styllinos, William Tith, Samuth Koam, and some of the CMAA Staff and instructors. This Graduating class has come a long way from the first graduating class that took place in April 2000. The first class only Phy Nheung Sum Chey CMAA THIRD GRADUATION CEREMONY ByVoeun Mao Meas Din Yim Sour Bun Hing Samkhoun Chhaunamom • + + + + Chamrong Noun Ii::,,= No~o!;u~J~w;'; l:\' BEEPER,CELLULARPHONE&PRINTING Cellular Accessories, Looiinate ID Cards Print Wedding Invitations in foreign language Print Business Cards up to 7 colors Print Full color Business Cards/Letterheads/Envelopes ' • lflBl(jl:~~(ljt)Uiml ~Urillliil'i tgfifl[! ~(\J~ru~: • mri1m'1]1 timriMrniju tf.i!lfiu au111Ju3rnJn~ru~ • q~ , p~Y~LLYOURBILLHERE 32 Branch St., Lowell, MA 01851 Tel. (978) 656-9927 Fax. (978) 656-9926 9 Phann Uch PCS.(978) 423-0367 �mrn GJd 13 ViHiJl [jil'.JOO GJ Environmental J.O.B.S. LOWELL CO-OPERATIVE BANK 18 HURD STREET DOWNTOWN LOWELL Wishes a Happy New Year to CMAA 9 7 8 - 4 5 8 - 4 5 9 8 We look forward to continuing the partnership between CMAA and the University of Massachusetts Lowell ill preparing Lowell's minorities to clean up the community and build a better life ill careers earning $14-$22 per hour. For information call (978) 970-2195 The Community Bank... That Gives You Personal Services www.lowellcoop.com Email us at custsvc@lowellcoop.com EQUAL HOUSING LENDER MEMBER FDIC/MEMBER SIF There are two career options: Construction Skills or Environmental Technician. If you are unemployed or a low-wage worker; are a minority member of the Lowell Community; and are at least 18 years of age, the Environmental J.O.B .S. free training program might be the opportunity for you to gain new skills and certifications that employers want. Participants receive 40-hour OSHA Health and Safety Certification, Mass. Deleader and Mass. Asbestos Worker Licenses. They gain both the knowledge and experience to help them excel in their jobs. WORKING TO BUILD SAFE & HEALTHY COMMUNITIES IN ACLEANER WORLD If you or someone you know would like to take advantage of this training opportunity, call the Job Coordinator at Coalition for a Better Acre 970-2195 . Be sure not to miss out on this great training opportunity! Applications are accepted all year long. Environmental J. O.B.S. Working to Build Safe and Healthy Communities in a Cleaner World Training for Jobs with a Future The Environmental J.O.B.S. Program is currently conducting its training program at CMAA. This free program is an excellent opportunity for members of Lowell's Southeast Asian community to join the expanding environmental field with good jobs with benefits at decent wages. Program graduates are earning $14 to $22 per hour working at construction jobs, in cleaning up or testing for hazardous chemicals, and making the area a safer place to live. The program is sponsored by the University of Massachusetts Lowell, in partnership with Cambodian Mutual Assistance Association, the Coalition for a Better Acre, Lowell Adult Education, and the Laborers-AGC Education and Training Fund. The 14-week trainmg program begins in January each year. The program includes weekly stipends, training, job counseling,job placement and follow-up. I0 �ISSUE #15 APRIL 2001 CMAA'S KHMER LOWELL MAGAZINE Q Q L~ utqBWlff6mso WHITMAN PRODUCTS COMPANY, INC. Complete Electronic Assembly since 1967 Fully Automated SMT & TH Technology Electro Mechanical/Cable Harness Contract Wave Soldering Ultrasonic Welding Turnkey & Consignment 400 Willow Street North Andover, MA 01845 978-975-0502 HIT PANY, INC A PRODUCTS COM .. ~ ~~~~G~ru~~ ~~~1~ N (TT«=I;" ~ Visiting Nurse Association of Greater Lowell 978-459-9343 NEW PAILIN JEWELF Diamond Gem Stones Fine Jewelry Wholesales Retail Exchange Repair & Custom Design .,, I 706 M iddlesex St. Lowell, MA O1851 7 Bus. (978) 937-5885 Fax. (978) 937-5838 Open : 9:30 A.M. to 6:00 P.M . - ..... ! Planet Aid Stores Lowell 125 Merrimack Street Lowell, MA 01852 Tel. 978.441.1977 Mon. - Sat. : 9a.m. - 5p.m. Specialty: Shoe department, houseware & modern clothing for the entire family. 11 �,i;ia-is~ss~g • :J *i(JI~* LowLCHC e l '-lb ----- Happy New Year Commurn tv The Year of l1c S le e Heai111 Cente·, c,J :) i5ruJru~~irJG1ro~Ai5~L~8~jG€5ru Lowell Community Health Cente1r, Inc. 585-597 Merrimack Street, Lowell, MA 01854 Phone (978) 937-9700, Fax (978) 970-0057 44 , (&nfG) 6'11nf-6nf00 ( &nf G) 6'11nf-6nf00 • filStlJltil WUfitQJJ6tU1filtQJtl 1-tffi1B"~stt16J ,.,, • fi11tp2Cil wun~QJJ6tLfiJtltQJtl 1-qoa-~sttl8J (6nfG) 6'11nf-6lslsG (6nfG) GUG-oumm • fi1St16fiJtflfi(.'}! 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" • mnGNalG .. • t'i11tlJ1CilWd~H11~rul6<l~fG~ iJ • rn mJl mnrnu11 srqn rui " "' • nuriJlm nrma~nr1sJ1 Ml[.~ • ff~liHCil~ffl"&ufflffUt!tr.bffjlta; ms1n1mfff~n,1,1,issiriabuitlmrl,.hm1ffijff n11 m,u1,JJ sb nn muse,gg~sm"t,tilffulilSJA5'S1,f!"lfl&uiaijff UJJffl ..• "1 _, - - -· _, • 12 0 .. 11W �ISSU E #15 APRI L 2 001 CMAA'S KHMER LOWELL MAGAZINE r PHNOM PENH INTERNATIONAL TRAVEL SERVICE tUlfiSHlw Smw llf1 t11 ! t'i !li:'itS :u1 :1rn,1.mnw[_J:l:rulru Sli'i2tltfJ1[ilSbdGG u1 :foU7tUlW '1 tUlt11I}l=Lrii;iJrui'illw[_J:l:rulruSlrli'i2 tl tm [il S booo u1 'i (lU7tU1 rntw '1 S :: tltil.lnm~iHJ18JLrin1ms:rul}!l R~ruHmSi igLr;imr.; t3tGLt1russuig,~Li'i §0mt3ttH0l ~11:!000 t:'iruitt:!lw 00 sh mam §rnth Hl srn 11fim~tll[_J:l :Hilfil U :HE Sl tui'il[_J:l : SlBNH § t91'1 Ul: muuiti l l @rn1.1n(11t(l1jml1Gti rul.liiunntitmrnu ruJSltitLti)wti'i:'i u1 ru rui :m L msu1 2§ :tn°(lJt§ hL9 ti msfi l.lJl Ul: Sl tlL9U trul tlltGi'i r.i'ni}1 9ll : surnmHliilJ)~ Li'ififilrnt.n s: '1 ii rn i:St51 ~HU'5SiM Cmen - 109 Lafayette Street #C-5 New York, NY 10013 Tel: (212) 219-2547 Fax: (212) 431-8293 0 , .. . ~-~$=~w~~ . . • ~ -Gn~ G m~~~~~ 9-tg18 wl t~G J 1:J -tgHu1 ri1Hffiuti r m-tgm §tU ri1~t1Jlt1 G-tG ·1Ul (lj!eJ\Jl WU vLJ 1 W p, . ~ c.,1 ~- ~~~=~ ~~~ l,~ tr.uw::i1iimtiihrum-umtnt111rmru Re-entry Permit "t9trujS!jilit11:mru9Qbm9tij[il S " ~ ""01 U " I q -: U IV ....._, "' DICK LEPINE REAL ESTATE, INC. 757 Bridge Street Lowell, MA 01850 1333 Lakeview Avenue Dracut, MA 01826 978-441-2100 u V ggrut~rurnrnlrlmmsw[ilririuw '1 • t:JlS~lti~t11Ur.1QllliGj81 St!}jwG 0Omg1mmqtiGLi'i:'il~'1 0@ t~gli'i 9 tmilt[_J:ltUlH R 9l:!Ot8gli'itfl1QU ru~Lg G tHgii'iHi'iw rn 8Ull • trnu ti:! ru qu~m~:a9ruJtru7~[]:'i G ta '1 is1t~arn i'il.7.Qlruwi sti~w fP mstn • jw gim,\n~1ryrunru '1.., .,. .,. 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"'• r / ( )v,,' r11..· r uu Jim Haley, Broker voice mail. 978-442-5831 ,rnsi:s Gary Caplice, Realtor voice mail. 978-442-5827 <,NJ \. liddkse, Str<.','.I Lo\\'ell. Mt\ 0 185 1 Pho ne ( 978)-1 52-7 (, 53 Fa x ( ')7~)4 52 - 79 5 1 ! ' mail : n c akpl·an (a ,ho t rn<1 i l.co1n Don McMeniman, Sales Manager voice mail. 978-442-5829 Dick Morgan, Realtor voice mail. 978-442-5843 13 �fillillB&lBlhti111 I I Agency, Inc, Two other locations : Insurance S EA 584 Belmont Avenue Springfield , MAO 1108 413.781 .1215 750MerrimackSt. Lowell, MA 01852 Tel : 978.970 .5567 Fax: 978 .441.1611 90 Madison Street, Suite 106 Worcester, MA 01608 508.767 .1611 [!iffrJJsrdJl3jr:nsR11 nrfu1r;sr:t1r@s{ji[il3R11mm'hrfr13 1uwf! ma,i1m ~:rJfu/3 fu a;m1 mS7fi11 m1r@ '11Jfuff!Jfililnfo garJs m ms fi1W }j'ffjful,im st {j nu t; u -, 1@ynfw sl3roaimiJl3:J1 s 1 1 f"' BUSINESS HOURS MON. - FRI. 9:00A.M. • 5:30 P.M. Saturdays 9:00A.M. • 1:00P.M. r[!ilfcs: rdJ13f:!lsfil1mfu)fjsiJi3R111gutig;t11fuf)J1ffU.~[3f•ffusmBnfjl3(t:Js fjnJNrmfimrdmi/3 mmul3us sl3rrr,:fnlfrrm~1 u u U U" -u &m:rE13rnmu,s(t:Jrurmdmkgl~mm: rdJM13~WfifitJ1rtJR111}ilR[pffifBr:prJwdhl3mu 1mN1 filMfi'7~t:Jl1[9u1N1 ,dJ/3s}f°r.1fifffffJ1fr,W/111fffii'.!JrtJfr,S1fl1Sfilf:!iW: ,H@ju[!jSG ,sfr!Jcr¥J1 rcJnr~ Fi7U/lJjiJflffrJ I u d ri's RIJFil1fl,NNfJMiijnmnsrffel3i1Rrrriui3gsrm13JwNrbnMlff sl3fI1:mt1M1u£!ililfh 11 <,I {:Jm ftJfFi ,Li C, d :OO[Jfin-t'l:morurn rft.ri{ d:oor.,fin AUTO HOME COMMERCIAL HEALTH LIFE IRA OR SEP COMMERCIAL REAL ESTATE PROTECTION BEST SERVICES FREE QUOTE FREE REGISTRATION year of (IMMIGRATION OR TRAVEL) MORTGAGE REFINANCING GREENCARD INCOME TAX (ELECTRONIC FILING) RE-ENTRY PERMIT MONEY TRANSFER TO VIETNAM & NOTARY PUBLIC CAMBODIA • • • • • • • • • 9:ooutiiJru Happy New Year MULTI-SERVICES SPONSORSHIP CITIZENSHIP PASSPORT TRANSLATION C, {:Jm d CARPET & FLOORING the Snake • Michael J. Talty 86 Billerica Avenue, Suite 2 N. Billerica, MA 01862 978-667 -3366 800-660-4450 CARPET CERAMIC VINYL WOOD Residential1 Commercial 14 • • • • I �ISSUE # 15 APR I L 2001 CMAA'S KHM ER LOWELL MAGAZINE CJ 51 ff £o '161 ____,___g_ l css ~ dtG osts e.s nt$ i G t t1 a; ,:l',J c!r T ~ .... e-s s :;1 ~ e-s ts1 a; t$ ~ ts s ' f t h' ~0£)0 Nil lil 9GJiU r.\13 s m11fir.t12.rm1 r;'t!Ulti88t3il:JOGJO ~s;~rutr:tmffwrrhilrh~il nwm,uNm,p~,1i 2sts r.t1Ul M St~iLUmmil f!Jt:/ru i ~ffi r;Ul [UJtr;\Jjti 1 t tffo 41 s r.utUHH .. ENTERPRISE BANK AND TRUST COMPANY 0 ii > N m Hri s s GJ GLfl Hri il w Ul ti Hst2 1 -,,i 1 g II I -o C"t mw~trru'1 ' -,Jmm Ht1:lru41SGrurnms : GJGGJ mri -(0Nllll8fli-flt1H GJG\ Pi71:lru L5GJ ril tr.Qci§S t G\O mri -u@ciss t d. GJ mri !2)-H~LU9~t1Jt1:lrum Sw SwltiwltLGS~lli,i8 81 s 8~ (t1JLU81 l ll80Sl ri '1 trn ru ti ri.nil mrJri(:!15 "'-! 21m1 ruUltiH St§i~ taj il mfl mHU41fl silfi41i(:! rrn mil W t1Jt1:l rum ri 9il tmsil r.q2mi:1m r.ULUfilw SttiilHS1Qilr.UUlti!:i8 t§i '1 tSHJtr~ilmLtiU!:itf.iJ141111~ rnt1:ll = Lr.t1111J~ su uy s ttflilQMt1Ulti!:i8t§i'1 ° tuuilusttiiilGU41 si:itim sfl rim wm!:im mri£JlH t'iffil ~~ ~z1. t'iffil rn1j~ zisrurtl~ 6~fi mm 0 0 U 0 I II q A CERTIFIED SBA LENDER LET Us HELP You MAKE YOUR DREAMS COME TRUE Q Providing financial services to help you reach your personal and business goals. &o5Gl51 I ..,, GIS~A;$fois flu•flil £lit:/lli41 SUtUM!:ilG~!:i t1Jt1:l ru ::.-1 n _. tUl1G1 n~~s'~e.iiGij~ 'm;$~Mi~~GIStl'lA;$~G~i':l ... U I fl, • Loans for small businesses • Mortgage money to purchase a new home • Auto loans • Checking and savings accounts and much more Applications and brochures available in Khmer fl(:!lGtS :41 sm~mfljiltS!:ijtlL~iil 1:l rum!:irn r.t1lit§i t1:lrumsmnunu Q SilLml§ i:/lilmmum SilU s ,nwrn r.t11 rsil ,u ~H silmaLfitLtiJilLw1il sil tffi)il Main Office • Investment Management & Trust Division • Mortgage Center • Lowell (978) 459-9000 tmjs '1 9§1:iSilts:i_tiiilN ~1111:Jrurnr.t11Hl.fnt1:lru I ms m!J1t!ilil~rnjm1:lru uri-i:JlruGJUStmmmmri fig: 81 Sm):!1 r.t1l OJ1t{jSt1:l rumtimrigil silmm~il ® Billerica • Chelmsford • Dracut• Drum Hill • Leominster • No. Billerica • Tewksbury • Westford www.EnterpriseBankandTrust.com MEMBER FDIC mru (gang) tLUtLtiJilLW1il SiltLtiJiltffijSt4Jil~ Qtn sLu@~sitfl~Lri~nf:!H~mw1tSH '1 ru '1 Nf:!1rlts :silmstl§s l:J crin~i '1 nilsm :f1ifi~m Nf:!JGts :81St ' • NliLr.t11:iLwl:/Silt[f1 r.t1t1,umi:irn r.t1litt:l rum Sm!J1 '1 • nu~ lliJ!:iLUtjsnilmrnum q~ruflUtLH,u~!:it§iffiil wrnummu qEllifltThjil~Wjtit1:lruGti~ruJ80ilrif:!l8ts: tB!:ij~mflmrui Sil t1:ll :tful t1J m!J1 ~rn1 tt:l llifii)iHfiti81 St fljil Oil r.t1 ~Ht§i U §1!.J!:ifl qElliflri(:!JGtS:sUNri r.tirn llilit!J1 mil~ t1J ~nmil N i1Hjt1JN!:iri flm f1jlt1:ll :Lr.t11 t11Qil!1i gflmt~f::!t 9jti '1 r.t11H' r.timiltmtruru gTh runilf1'19~t11 ~.S~A;$G~iSilUt~tiwl1m Sft11Mt!ilil ~ tS!:ij t£f] :tmmmn1:ll :tful t1J urnuurni:i Sili1Lill.1m!:irn ri.mt§HtiiUtS10il g mw~tiruts :ts10il~igfo '1 m~UJ~lts:ThilteJS n~;g~e.i.1Gij8~;$12 Mi~~~t\'lA;$~G~i ~lli§:/M§UtLH~83liltLN1Hts ;t ' LENDER • • N§UtLHffi~tm ~Gmrm~l1JUritLUITlr.t11 m 1~ruw1tunuru Sil~lli t1:ll:tr.t11Wm)Jlt1:lrutfimqjuoumi:im,u1nr;u1ritiri '1lli'1 1tit1:l rutruiriurirtitrm tui 111 mri 9Utm sumrnriuu·ri!:i·ti r.t11i mr;'tJtllilflHN '1 Rutiuriil msTh rui:1tim StThr il ri rn :uJu q l.:.j ..,, '=! ,l!. q "'~ i;, I5 �As ian A m erican Bank Fay McCabe FUNERAL DIRECTORS HOME MORTGAGES f 0 rtflQjjff a; Ajt) We will help you lo reali=e 1he dream of owning your own home. 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Please contact us for furth er information (617) 695-2800 • asianamericanbank.com iE) (QIW ~ ~ LENDER * Boston * * Allston-Brookline * * Somerville * MEMBER FDI C Happy Cambodian New Year The Year of the Serpent FULL-TIME BENEFITS WITH A PART-TIME JOB • GREAT STARTING WEEKLY PAY • MEDICAL, DENTAL & LIFE INSURANCE • 401(1() • WEEKENDS & HOLIDAYS OFF • PAID VACATIONS • AND MUCH MORE!!! From The UPS EARN & Get up to $23,000** LEARN Program in College Ed ucation Assistance!!! •• UPS Earn & Learn Program guidelines apply. 90 Brick Kiln Road • Chelmsford 1•877-UPS·HIRE An Equal Opportunity Employer 16 •I �CMAA'S KHMER LOWELL MAGAZIN E ISSUE #15 APRIL 2001 Happy New Year YPP Narrative for FY'.2000 And including FY'.2001 up to February Community Teamwork, Inc. Lowell WIC Program In FY2000. the CMAA's Young Parent program enrolled 23 students . These students were between the ages of 14 and 22; all were either pregnant and/or already parents. Since July of 2000, we have enrolled 15 students and will enroll 5 more by the end of June . The goal of the young parent program is to improve their education and make positive steps towards self-sufficiency. To that end, students work on ESL, Pre-GED, GED, parenting, and computer skills. WIC is a special supplemental nutrition program for women, infants and children . WIC provides our clients with nutritional education, healthy foods , and referrals to health and social services in the Greater Lowell area. ,mWi:iruTffJS~'7fif:fl:SiH?rfo.Jimum tt:JJWfifiififri rJmfrrJ n Ln • v, r:n:sri:J,m: ITTUi S~b/'i~'1UJ(JJtffi7ff r! J:fl'f J The YPP has worked closely with Alternative House and the Rape Crisis center, bringing in outreach workers to provide services for the young parents. Also, we have had representatives from the Department of Health, Umass Lowell , and Lowell House, Inc. come into the classroom to discuss important issues such as S.T.D.s and contraceptives, career planning, and the dangers of drugs, alcohol, and smoking. • '4 I l.j "" c::I Pregnant? Nursing a Baby? Have children under five? WIG can help! If Eligible, You'll receive FREE Milk, Cereal, Cheese, ggs, Beans, Peanlll B1111e1 ; I 00% Fruit Juices, Penns, 7i111a, Carrots & !11fa111 For11111/a. Main Office: M-F 8:30 - 5:30 Wed. 10:00 - 7:30 some Sat. 9:00 - 2:00 454 Chelmsford St. (978) 454-6397 Downtown Office: M-F 9:00 - 5:00 9 Central St. (978) 454-6992 Billerica Office: Tues. only 8:30 - 4:00 Since the beginning of FY 2000 up until now, seven students have received their GED , and many more are working on that goal. Others have gone on to work and or training. In fact, we have had a total of 26 outcomes so far and will achieve 33 by the end of June. Most of our clients have young chjldren, and it is a challenge for them to continue with their education; however, if they are to acrueve self-sufficiency, education and jobs skills will provide the necessary tools . We help make this easier for the students by providing transportation and a high support model of education. With this , we hope to he lp the students obtain their goal. Billerica High School (978) 663-1737 www .com team .org Mru~~ruro~ DOLAN FUNERAL HOME, INC. 106 MIDDLESEX ST, Young Parents celebrated Christmas 2000 CHELMSFORD • SERVING ALL FAITHS • ADVANCED FUNERAL PLANNING AVAILABLE WALSH &CO. TRADITIONAL OR CREMATION SERVICES ACCOUNTANTS AND CONSULTANTS Auditors and Advisors to Nonprofit Organizations DIRECTORS JAMES F. DOLAN JAMES F. DOLAN II INDEPENDENTLY FAMILY OWNED & OPERATED 251-4041 ~~~~ [~ www.dolanfuneralhome.com ONE ELM SQUARE, ANDOVER, MA 01810 ~ ~ - . : ~....... 978-474-4667 781-729-7067 (FAX) 978-474-4343 ~~~~~ 17 �UU 8 '3 ct t8 ViHiJl fj7 1:J OO'3 [3U(,rt[riijii1[,M[Yc/cf s c,rnswn.rsmllfrfn.fl~ 'j nJffff5ffj)[!]1[ldrJllf[jffchS ff1ff ~1tir1ur1nJ5[g)d ffiJri"lriUCJ~/5ums d V "For all your banking needs ... (,ffiSfffff(l)S[Yff1f5rJlnf 'J /-ti, ... come to the people who know you best. " lri 1n.rmq:1v5ffJl[!]11 !JrU lfff1f[3U~/'irUtl1ff[JlnJ @rij)ITTMjjff[f[,rUni lffffnjfi[3Ucif1fchf1Jchi 'j rm r51/1,usr311[u u5ffj)[!]n[f!IJU~rifl_f!fif~ri lfff1f1d Hnic,,vlumrt(]ri tm}5tl'ilJ1)MrichU{)J) 'j ur ffM?llfH1§f1fffj)[!] 1siu5,uyi[!}MIQ)rij f'7JIHMM!J~5[,rt[rif[9 H NfCJrUi}rft:'i[!idqS 'J THE YOUR TOWN • YOUR BANK LOflVELL mmdch~rftmf1f ffSrUU1Mri~/5ff(1ff <;):ru,ur,u v l.A V ftiEnSrU1Jt&smg 1Jllfu~m §,w5,wr1r0 'J fif 1 nn 1 ~IVE0 , gr1 ch1ffstrlillfffS(,AfffJI[!] Hf'iriUf1fi5rmJs utm: er v v II m:5~1(,,unn[!jgllfftt:f): ITTM/fi(<;)fJ~MN~EfSq?/5'J -. n " Mt'!Tlbff rn1c and DIF @ ITT[!)f.9:n-rJ:m rfri~lrn/5 rUSL:, t rrUrfm I tch: ~tf!l:tnnrifffil[g):(9 rnrn fiffJffi ff .__, LJ t, rn5urJunstp ,frn [!}tfY]u n[fffJSftief(}!Ensg'j tnfS tUf'irJGT1f(i]MC[MJ1 tf [!] ff) M s1ftl 11 CY fSt nJU7 Jl t[y):e9mcjs ri 11m tf[fMJMfjdfSft1rtnJl1rm 'J tfJlf!J tnJ11mpt~fn[tfMf[1 [!i fS[_,ril dmrMl rrrfl{P(!1 d t <J rrncrfS';f crsfofSchtfd ., cJ n CftfS MfJMrJI <J fCf NTIf 'j IQ) I d l7 ri t elfw&5 ts:tr s t!Jl [!j [_,M c1 w tf1ru-t nn M W[!idm§ fritf9MJ(!if~ri1crtjr Cffl{P tfJl f!j tf1ru-fo fS ~ fSt(_,Fn tf 'j ffiG 95nl~~~iian~mlS G -., n~n~rumismmmis:rnm.s n • ~ym~n rnruy~ts G~nrusGe-9nj9G1..~8GruGru-ln~I ., .., ~.,,,r;t N ttfllli w§f- <JJ)!'S J~ • • • • • • • Single/Multi-color Offset Printing Color typing/Black and White Copying Large Format Vinyl Signs Desktop Publishing MAC or PC Letterheads/Envelopes/Business Cards Multi-part Carbonless Forms Continuous forms • • • • • • Numbering Perforated and Scoring Pocket Folders Brochures Manuals Rolodex Cards • • • • • Numbering Newsletters Invitations Menus/ Bindery Services - folding, stapling, collating, inserting, mailing services Laminating • ANTHONY-EDWA RDS PRINTING .. .. Co. , lNc . • . Competitive Pricing 978-452-9285 Fax 978-458-43 84 11 7 Perry Street, Lowell , MA near Rts. 133 and 38. 18 �_ _ _ __c::....::...=::::......:___ ___ - - - CMAA'S KHMER LOWELL MAGAZINE ISSUE #15 APRIL 2001 KOMAR DAY CARE CENTER This report info rmation cove rs the period fro m Jul y of 2000 thro ugh February 200 I. Since becoming director of Komar Day Care Center on Jul y 26, 2000, many changes have taken place. We have successful been renewed through OCCS for our li cense. Our capacity is now at 20 children . During this past yea r, our Komar Day Care Center has: I )-Renewed our contract with the Department of Education/Nutrition, which allows us to provide nutritious breakfast and snacks. We also provide lunches from a satell ite kitchen (Head Start). 2)-Contracted with a very well managed transportation company that transports our chi ldren to and fro m the day care, brings our lunch from a sate llite kitchen at the Head Start Program and transports our children to the park 3 days per week. 3)-Begun to use a new curriculum along with every other preschool in the City of Lowell. The curriculum is developmentally appropriate for preschool children. 4)-Rearranged the classrooms to better meet the needs of the children in our care. 5)-lnstalled new carpets for the entire Day Care Center and new lighting. 6)-Staffwho speaks English, Cambodian, and Spanish. Our Center is in the process of becoming an accred ited Day Care Center through the National Association for the Education of Young Children. The Komar Day Care Center celebrated our 14 years of service on February 17 th . We honored Betty Borden, the founding Director and eda Nou, our Teacher Assi stant w ho has wo rk ed fo r Koma r since its inception. Komar Day Care Staff continue to prov ide a safe, lov ing lea rning environment in which children and famil ies are served. L0t»@11 eo1tntiUJ1.if;:, eJtcwt;er School 206 Jackson Street, Lowell, MAO 1852 Phone (978) 323-0800 Fax (978) 323-4600 Lowell Community Charter School, Grades Pre-Kindergarten to 4 prepares children for high academic achievement by providing a supportive, challenging, multicultural environment that integrates the strengths ofLowell' diverse communities and cultures. WE OFFER NO TUITION • Grades Kindergarten, 1, 2, 3, and 4 • Longer school year • Longer school day 8:00 a.m. to 4:00 p.m . • Full day Kindergarten and Pre Kindergarten classes • Two hours each day of structured reading • Ninety minutes each day of Mathematics • Classes for special needs children • Computers in every classrooms • Smaller class sizes with a teacher aid in each class • Programs that enco urage racial harmony • Bus transportation available REGISTRATION AVAILABLE There is limited space available. Please call or come by the School for information and registration at: 206 Jackson Street, Lowell Or call us at (978) 323-0800 A new and unique public school for your child I9 �Monorom Family Support Program During the 2000-2001 fiscal year, Monorom staff have achieved a number of INSURANCE & RETIREMENT accomplishments, as well as continuing to PLANNING SERVICES provide the usual program services available to the children and their families . Monorom children performed traditional dances in Mark Krupkowski, CLU, ChFC, CFP many special events both for the CMAA and at colleges and universities throughout ; President Massachusetts . We have collaborated with Insurance Brokerage • Executive Compensation • Employee Bea efit s~ WGBH, New England Residential Services, Proj ect Engage , LifeLink, Autism Support 1538 Turnpike Street, Suite 404 .North Andover, MAO 1845 Ce nter, CHEC, DMR and other service Telephone: 978-975-4040 • Fax: 978-975-7113 pro v iders throughout the year. This e-mail : merrimack@netway.com ongoing collaboration benifit us in many ways such as educational information, II materials, books and video tapes which can be used for educating parents and their children. In addition , we have helped T ha nksg ivi ng 2000 families applying for respite care funds in the amount ranging from $5 00 to $ 1000 per famil y per year. Families can use this money to hire someone to take care of their disable child once in a while when they need to go out, or it can be used for emergency needs or buying educational materials and clothes for their children. During this fiscal year we had organized all day cookedout field trip two times . Once to Hampton Beach State Park and Monorom tr ip to New Pawtuckaway State Park in New Hampshire. The purpose of the Hampshire State Park, J uly 2000 trips was to bring the parents and their children together to get to know each other, share ideas and experiences, and socializing. We have collaborated with other CMAA Programs to organize Thanksgiving party for clients and staff. The party had been made possible by the supports of Food Bank and St. Memorial Hospital, which donated turkeys, and varieties of can foods . There were 50 Monorom clients and total at least 120 people from elders, youths, parents, children with and without disabilities and other guests who seemed to have enjoyed the slices of turkey as well as other foods and some even went for the second round. Monorom Christmas Party, December 2000 Monorom organized Christmas gifts dis2000 tribution. The members of the First Congregational Church, and the Country Side Elementary School, which is associated with ~,GG\NS INsu'?.. WGBH, donated the gifts, Ready to Learn Project. On that day, X" ~ '-'1,i,, Amy McMahon, a representative of the Country Side Elementary #"C'~ School came to CMAA with the gifts and she had ordered 15 large ~':' Personalized Service -v~ pizzas for about 100+ kids. All the kids took different gifts back ~ for 40 Years home with happy faces . The program has made great strides in developing an 454-7728 Fax: 458-6300 851-26 11 Fax: 851-23 75 attitude among the Cambodian parents that their children can 607 Chelmsford Street 846 Main Street learn and grow, at a different pace, just as non-disabled children. Lowell, MA 0 1851 Tewksbury, MA 01876 There are a number of active families who have participated Hli-l!iStlfllli<iltfl.57691 .... regularly in program activities as a good measure of how much PR.OFESSIONALS WITH A PER.SONAL TOVCH the families value the services and accept the basic philosophy of the program. AUTO HOME LI FE BUSINESS ' Q 20 �ISSUE #15 APRIL 2001 CMAA'S KHMER LOWELL MAGAZINE LEAD-ABE Program Started from July 1, 2000, the LEAD-ABE Program at the CMAA provides four main areas of educational services to the community as a whole, especially to the Southeast Asian population. Those four areas are English for Speakers of Other Languages (ESOL), Computer Skills, Workplace English Leaming, and General Educational Development (G.E.D.). Through the LEAD-ABE Program, and with English as the core study, we are able to make all nine classes available to all members of our community, emp loyed and as well as unemployed. Our students are taught through reading, writing, and speaking sessions on subj ect matters that are relative to their daily lives. We also offer field trips so that students our students are not just learning the language, but also getting their exposure to the mainstream environment, and an opportunity to practice their English. Also, we schedule guest speakers from the public and private sectors to speak subjects such as worker's rights, the availability of other social services, job readiness skills, and other subject matters that are of interests to our students Since its inception, the LEAD-ABE program has provide services to almost two hundred clients with our Southeast Asian and Spanish speaki ng communities with the Greater Lowell area. Despite of many of the challenges for our students, such as lack of transportation and childcare , 75% of our students have continued to attend their classes at 80% rate of attendance. Along with the hard working, dedicated, and experienced staff, the LEAD-ABE Program continues to grow and increases our services more community members in general. Our LEAD-ABE Program is made available through fundings from the Massachusetts Department of Education (MA DOE), the federal Office of Refugee Resettlement (ORR), the local organization, the Lowell Telecommunication Corporation (LTC), Office of Emp loyment and Training, and from the Freeman Foundation. Many Thanks To All of the Participants and To Our Funders for Making this LEAD-ABE Program So Beneficial and Successful! Happy New Year! Thinking about starting a business? or Expanding an existing one? We can help! Call us at: (978) 441-1889 Visit us 169 Merrimack Street, or check our website: www.LowellSBAC.org HAPPY CAMBODIAN NEW YEAR from DEPARTMENT OF SOCIAL SERVICES BUILD A BETTER FUTURE FOR A CHILD BECOMING A FOSTER PARENT contact SUSAN TUCKER, RECRUITER 978.275.6825 C MAA Youth at the Fleet Center Walk for Elders Ci ti zenship c lass at the Glory Budd hist Temple 21 �J 1 . , ~ ~ HAPPY NEW YEAR THE YEAR Of THE SNAKE Prasat Meas Jewelry ml8iS~.5iSmmiiJci ~ ~ ~ '\ ~ ~Sale, Buy, Trade18K, 24K Gold and Diamond ~ .1 · BEST WISHES '\ ~ "->1 - ~• ~ Cambodian Pawnshop Legally in Town J J J ~Guaranteed Quality of Gold f.f1Slf1Miili/ff1Afr:hS!J MIDDLESEX AffIRMATIVE ACTION - ~• ff/Sfi7,f.flSJnu,i:li?,m,:JdfJ,!Ji:lm: '\ ~ "->' . - ~• . '\ ~ ~ ~ Reasonable Rates ~ fi&!fMF;HflnAfffif:[J , u ,Fi,., 1;;ifu/M[,t;i;;ifiMfi, u • Fi[jffifi1I[Ji1Fi•,..,., ,.;.,t., ~ More Selections tv[Jfii:l~~'!!:J•rftsdhi:lr~m ~ ~~ ;;i1W[,tiJMS;:i,WtiJ,1Af ~LayAwayPlanAvailable . r f . '<, ~ --- rb ~ - ~ClearMind r f , "<../ fm?Fif!Fi!I7Sfi1I[fJWfi1IJ?fa!Ji:l~ri'Jtv ~ - mu:Ju•.s7Fi7fifiJJJfJ Fi711Jf[,'7fi2M(iJ)U,rtjw r r . §1:!]-Mi:l-rnn:wnll:!Jfilf:f J ~ ~Fully Insured ~Reasonable Sale Price fANETTE FELIX and ROSS ASHTON ~ r . ':s/ _ [fl)/:l,i,mFJCrH~nrr,tvu(iJlr.f r.s-tql:l§r,ryl:l ~ \, ' • from -r - · ~ ~ rb 28 Branch Street Lowell, MA 01851 (978)970-1217 ~ nrrf §10 :Jnr,tj}i:lmtvtn~u ,.,->., fj}n§s si:lm[fl and Sokha Pawn Brokers r , . ml8WJM~mGl5 ~ . , . 5 th 'i it'ijr'i l 'i 1 it ( t ~ n' ~ Maximum Price For Buying - Affffiililr~fi51fluffjfi1S ~ §m,t:hwr:Jsnrf:fdhi:l2rJurtn Yes, I want to reserve advertising space(s) in the Kinner Lowell Magazine. I would like my advertisement to be ... Our Ad is: Price Back Cover S 250.00 ___ a camera-ready copy Inside Back Cover S 175.00 ___ an enclosed typed copy. I understand tha t a Inside Front Cover S 150.00 camera-ready copy will b e translated and Full Page S 100.00 designed for an additional cost of S75.00 Half Page S 75.00 Quarter Page S 50.00 Business Card ___ not ready yet, but w ill be sent by_ _ __ (date) TOTAL PAYMENT ENCLOSED: S 30.00 s ____X __ quarter (s) = Business/ Org. : - - - - - - - - - - - - Contact Person : Please make checks payable to : Cambodian Mutual Assis tance Association AlTN: Khmer Lowell Magazine I 65 Jackson Street, Lowell , MA o I 852 Address: - - - - - - - - - - - - City: _ _ _ _ _ _ _ _ _ _ __ State/ Zip: ------------ Tel: (978) 454-42 86 Phone:( _ _ )_ _ _ _ _ _ _ __ 22 Fax: (978) 454-1806 �CMAA'S KHMER LOWELL MAGAZINE ISSUE #15 APRIL 2001 0 I run n IUOlllo • Ea' I Dnfi-fffi[iJij -=II' e1 L µ'1'![( h~~fS1: Ke i DeRosa - H APPY NEWYEAR From The American Red Cross of Merrimack Valley + American Red Cross You Can Help All American Red Cross disaster assistance is free, made possible by voluntary donations of time and money from people like you. American Red Cross of Merrimack Valley 177 Ward Hill Avenue Ward Hill, MA 01835 Tel: 978 372 6871 or 978 683 2465 23 �FESTIVAL PROGRAM n~sroSBjwif i~ ~~j:f.§.S 2: 00 Mohori Ensemble, Providence , RI group .. ........ ..... ................ .. ... .. ......... [fJlf fi[[ffrfJ77i 2 :3 0 Robc:1 i m Ch hc:1 iy,li m, Friend sh ip Dc:1 nee Troupe ............... .. ................... .... ...... .H.j"irJJW? I O,!j' c.J QC::. 2 :40 Blessing, Mc:1hc:1 Ghosc:1nc:1ndc:1 &. locc:11 monks ....... ..... .... .. .. .. .. ... .... WfS?ffJAf e1 rJH:f WJJ?u g n L Of • 2: 50 Robc:1i m Choun Por, Friend ship Dc:1nce Troupe .. .. .............................. ........... .. .H:jl ~ S rid 3: 00 Mc:1gic Show, Mr. Chc:1u Hoc:1 .............. ...... .. .. ... FiUAfrff JjrAf1Fi rf::J?WfAffHAf1FiHf7..,AffifJ n LJ n U • 3:35 Mc:1rtic:1 I Arts : Song 's Hc:1pkido Acc:1demy .. .. .... ... ........... ..... .. .... .Fi7dft5rf);Jj~ff.J?Fi?Wft51j{ .,~ 3:45 Poem, by Ms. Sin<1n Vng ........ .. .. ...... ................ .. ... rfM,rJUr:iSrJUJ?i! r t::J,W MMS dfI Jj lJ Of • I 3 :50 Fc:1shion Show: sos, 60s, &.70s ....... .......................... ....... ......... FiUAfrf); Jjfifrm)ndrJ,R 4:2 0 Ang k or Dc:1nce Troupe ... .......... ................. ..... ... ...... Fi?dft5ffJ'1-JS?1-JUn --. f1-J?WfnfJHj7di'(:Jd fJ n U, ~ 5 :10 Specic:11 5:25 Comedy Ad ........................... ... ....... .......... ....... .. ... ............... ......... ..... FiUAfffJ'(:J/J?FififfJ'(:J v ~ u u ~ o Remc:1rks .... ... ... ....... .... ... ... .. .. ....... ......... ................ .............. ... ..... Af S dnfi?JJ?G I l.4 09 • v ov ~ n ~ "' 5: 4 0 Modern Performing Artists .. .. ........... ....... .... .. ..... ..... ... .. .... .... .... FiUAf rf); Jj i f n.JJ : AffJ..,W 6:10 Fc:1 shion Show : Contempor<1ry .... ... .......... .... ... .......................... FiUAfrfj; Jjfifrrifjndr1, Fi 6:30 Frien ds hip Dc:1 nce Troupe ........ ... ..... ...... .. .. .. ... ... .. FiUAfffJ'(:JS11-JUFifJf1-J?WffifJHj7fJfiJi?D n • U, n 7: 3 0 Bc:1 ssc:1<1c k v ~ u U oc. V ~ I Ope r<1 ....... ...... ..................... .. ... ............ ...... .... ....... .. ..Fi? dAf f fJ '(:Jr n.J? S fjl ft5? Fi n e ""> II O cJ lD II 7:50 Ay<1 i &. Comedy, Mr. Prom Mc:1nh ... ...... ..... .. .. .. ...df?fWJJ?FififfJ~ rt::J,WfMFi lJ • frlfJ7fJ?ffi ('\,, -..:, 8 :2 0 Ce lebr ities Music Concert ..... .... .. ... ... ... .. ..... FiUAfrf); Jjg:;[:f rt::J,wif n.JJ: Fid § Jj,rJ n.JJ:Fi?d§ Dc:1 nci ng with the Golden Stc:1 r Bc:1 nd .... ..... ... ... ... .. .. .......... ......... .... ..... .ri rmJj ff ft.57 S JJ?G n 09 • 11:00 End of New Yec:1r Progr<1m .. ... ... ... ........ .. .. ........... .... .. ........ .. .. . umdnfJ1ffuwuumJJ7G U • I U -t c;:J Cambodian New Year Festival 24 �ISSUE #15 APRIL 2001 CMAA'S KHMER LOWELL MAGAZINE We applaud you! First Massachusetts Bank celebrates the arts in our community. FirstMass. A Banknorth Company Branch Offices in Lowell, call 978-459-5800 978-459-5830 http :// fi rstm ass .ba n kn orth . com Mcmberf'DI C • w Sovere gn B___________ _ • Member F.D.I.C. Equal Housing Lender 25 �SUPERWASI-I S?JLIJ"drc•,-,., I- fi~$~Rtlfi5fui~21$1)-=---l . ~ ~t 646 Chelmsford Street Lowell, Massachusetts (between Walgreen 's and Cross Point Towers) (978) 453-5057 *Fully Attended/ tflSffpinf_§sf§ms* Saturdays and Sundays Sat. - Sun. : 6am to 12 midnight Mon. - Fri. : 7am to 12 midnight Free Coffee & Donuts! ffi5filfif)15~~6lm~w5~&151S d d ..-4. It 6Sj~Sl~G@6&5IS~ ~G~SSl~ITTj *Good Parking/ fi6~~&6i\rjli5~ *Well Lit at Night/ 6~~6tifi~&jl&15 *Very Clean / iftf~~~16iql6i "er 40 ashers nd 48 yers *All Brand New Equipment/ ~l~i5§'Sl~55~ *Cable Television/ mi5~S\r~Si6tfrl5 Free Coffee E ~7$msmw - Verdayf Cl II $fl~1uss$s15lits 'J ~~615Qqlft~~m~~5~Q21$51S I Wash, Dry, & Fold Service 1-l 1-l m~ $0.Ci'Ci' n~m~sm~liS ? 1" ~ I $0.55 per lb. Monday-Saturday 1-l Big Specials Every Tues., Wed., and Thurs. i~~q1nij~~~ s1~i~ss~1s. ~w. l~ n1m~jt &~f~lfiffil~Bf&5~ $.50 off all washes ' 26 �ISSUE #15 APRIL 2001 CMAA'S KHMER LOWELL MAGAZINE We' re proud to be part of such a diverse coininunity. Fleet First Community Bank Wishes Everyone a Happy and Prosperous Cambodian New Year Vong Ros, Vice President Business Development 617-434-8261 Donna Grieb , Vice President 978-452-2081 Sarah B . Kitterman, Assistant Vice President 781-397-4010 C) Fleet Fleet is a registered mark of FleetBoston Financial Corporation. @2001 All rights reserved. 27 �THOMAS STYLIANOS Attorney at Law Fi7tW1MWV7d'cd1ajm:3u9fim&J]gwcMFif!Fi rjui;c@i, , - J cgnC1(if:l1t U~tnliff81U1 I Fi7191ff9111JilffO {§ Wfj :3cm Fi710WAf1M&fiFi&MaM:m ,., ,., ,,, ,,, Fi710W91ff 911CFiifftliFi ,., n Fi11gwi;'hcgnqpd-MnJ1 • • J .. ff11gwMJM&gnaingnf • * cim:g,tf,r1Ja:1 • * cim:g,Jtunu1M - BANKRUPTCY CHILD SUPPORT DIVORCE WILLS & ESTATE SCHOOL LAW CRIMINAL DEFENSE • :# INJURIES • crm:rhtf csiFi&:3ac6Fi71 (jo, C\, INCOME TAX :# AUTO ACCIDENT • d SLIP & FALL AT WORK • :# Fi71&]J1fj1Mtif • :#- MEDICAL TREATMENT • :# Fi71[Jfff1:3CJOMMS • :# DISCRIMINATION LAW • :# SOCIAL SECURITY • * lifLf[ltftinglJiltfliFi11 226 CENTRAL STREET LOWELL, MA 01852 Tel: (978) 459-5000 28 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml19" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml19</a>. Description An account of the resource This collection includes digitized issues of the Cambodian Mutual Assistance Association of Greater Lowell, Inc.’s bilingual magazines <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em>. <br /><br />The collection is completely accessible on this site.<br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml19" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml19</a>.<br /><br />Note:<br />Additionally, digitized issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> from the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection have been added to the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Omeka collection so that issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> may visually appear together when browsing in Omeka.<br /><br /><br /><br />--------------------------<br /><span>SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea.</span> Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007. UML19. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Khmer Lowell, Edition 15 April 2001 Subject The topic of the resource Nonprofit organizations Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection Publisher An entity responsible for making the resource available Cambodian Mutual Assistance Association of Greater Lowell, Inc Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 28 pp. Language A language of the resource Khmer English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts Description An account of the resource Khmer Lowell, Edition 15 April 2001, CMAA Quarterly Magazine. This magazine contains 28 pages. Topics covered in the magazine include: the New Year festival, CMAA program updates, and more. Creator An entity primarily responsible for making the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Date A point or period of time associated with an event in the lifecycle of the resource 2001-04 Identifier An unambiguous reference to the resource within a given context uml22_khmerlowell_edition15 2000-2009 Cambodians Periodicals https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/477ad1efc414da33e4d4137322445e0b.pdf?Expires=1785369600&Signature=Znt1i0siAWfng3KVvB%7Ela3j2D8xvpaEcXW82gHMK3IFu1dZrdM0HGtRnZPWmlIaPaxIt1om8rC9%7EzlDS7ZQjeThNRIKceyMEZ3cxLvYsSVllmhkX4AYOIZy53GghGmyFiYqghegzMfpBds47n7DXd6dwRloCRBeTv93-6IjY%7EssI6PIOd3KZaf73vPAycHwfb5-usI30goplphy7DX0jSipu8Ff9UiQcZKvcpX1S9e6DjBW%7EZkXsrZo%7Eo5OO%7E3PGi32IS660ghEYo%7EZXeFOmbT%7Ee8d5jkVdKJS1I1a4Obgmo0qTVCPYx3-YMObJXFDsNvWmOYD4dNhBdAtAHzUYeTQ__&Key-Pair-Id=K6UGZS9ZTDSZM ac72a128dd64bf019be116c143fce57a PDF Text Text #!$ HAJIPJIPGJC ..,;..,; ,., n NBW sa~i ~"" GJCBAR! 1991 gffnl ~c§41 1!11:L:9 �~ir~ 5tre?C?t 14 cfowefl, rJI/_A (sos) 937-5899 Of 854 tp ~bfutri~maiStil'°'UofflfftfflHffff ~tf~SUlfflbuuwbmstmritzmti~s @fl6~l1'jR5i1R5 U t::,l til'°'a ,umiuoumabumsi?Sffi(1lD Hl 8 O t:» ,.. t:,# m-dunrnmmsma!~fll»flbmaub,i~muonjm,gb'I , ~ rn nnr dl tLO 8 min tl 8LrytHlf ti rum 8 QULU8~ ucu1 ntl filHn QllitintHru~ 8 n Hll tum 8 nht~ tLtll~ f' d" J d o I d d I o 01g tn n n tf t~ Ln t\Jtl t tutl Hl 8 Lffi n ~ uro § 8 tfHfj WL~ ruucu1 t8 ~tell tu urn ntrtOl n [Yf:f Ltl f:f81 tl Hl 8 tin t'o 87 ry ffi! urn O n en fi 8tl tQtl 8tl Hl 8 mr ii t '1.f1 a~ 31 tl t\J 87 tQ tl '1 ~tg~ tu W8 t rul nijn Ob m 8 tl fi Hl 8 A~ ., ' ., Ut~f:f ~f:f8ln8tltlli3g!W~ 937-5899 '1 • • • • • rnijn ma n1r 0 nt5 a B ma WCJ11 ULn cui mm an1r ii cw, d :n ll fcrni ~ mr ll ~rung7afcrni~mrcainrng: ~ruijuciruittnUJHnwnrHr HlBUiUl!BtHilltgmr ( Full time, Part time, and second and Weekend shift) ~ruijn101Ji~mrco:BUJ1wrnw,f~r ma wll L" ug nf § lltBiL~ llliJ1f ru1 H6cnwsll'}flBWJ1 mrfolli~mrnrng: V dO Jo cl n ti qJ i t s ~ L nJ tl t ur tl n ~ tl m s n t ~ tl g t s 0 i rut f:f ru t tl n u, m u "1 ddO ~ t~ ~ '11 f:f t rui n « ~ r w uf:f n q~ t nt!l ~ n J di rn f:fJ ~ rJJ ur tit n ru 1 tff ~bfutn~maistil '°1HofflffMHfof ACREFAMILYDAY CARE CORPORATION 14 KIRK STREET LOWELL, MA 01854 937-5899 Learning together/growing together ~~ �~ t:::!Jj ffli>fflfHJb TABLE OF CONTENTS AA ~fff,6@~ 4 tJ&im e!1l::I l:::J @1~£\1 ~ iiii -iiiiil d '-" d 41# 11 ~u,m m, miff i{ffiil!ififffj 0 mg Htl&mb ,~ fjfflj OJI ij IRSI: inn ' ' �'G.;.;::i1~ ~5.:';i>•• . . Happy Cambodian New Year! ' 'a.~,5~•~ .., i ~1- 7 0 § ,p~ ~ 1 . ·¼·l'1 '-''" ~1;s,1,n· Board of Directors 1'f/,.. C1,,anrit1,,'J Uon1 President 1'f/,.. 'Jem CJ,,ea 1st Vice President 2nd Vice President 1'f/,.. 'Jiu! 'J. Sa,. Secretary 1'f/,.. Sen1 'J'J 1st Treasurer m~.SotJ,,a '2iep 2nd Treasurer m~. Sit/,,,.a CJ,,an Assistant Secretary 1'f/,.. 1'f/,.. 1'f/,.. 1'f/,.. 1'f/,.. 1r/ictu! B.,,, _)Jo CJ,,i•m _)Ju.on Pan So net P 1'f!a,,,,,, c1,,iv p.1.,. .Jn m~. Bop1,,an'J p1,,.n1 Legal Counsel Jo~•p/,, _)J_ Sexlon On this special occasion of our Cambodian New Year, the Year of the Ox, the Board of Directors and staff of the Cambodian Mutual Assistance Association of Greater Lowell, Inc. (CMAA) would like to extend our warmest wishes for Happy Cambodian New Year and good health to each and everyone of our constituents, friends, supporters, donors, state and local leaders, neighbors and people across the nations. We would also like to express our most grateful appreciation to our funding agencies, our state and local leaders for their support and encouragement. Their humanitarian assistance is evidenced in our work of serving the poor, the disabled, the sick, the elderly, the children, the women, refugees and immigrants, and the non-citizens to live, learn, grow, and to co-exist in a multicultural, mixed social and economic society, called "America." As we celebrate Cambodian New Year today here in America, it reminds us all twenty-three years ago in April 17, 1975, when the Communist Khmer Rouge took over Cambodia just two day after those joyous holidays. They immediately started their draconian communist ideology that resulted in two out of Cambodia's seven million population perishing from the face of the planet earth and about a million more fleeing for thier lives to resettle all over the world. That is the reason why there are about 25,000 Cambodians living in Lowell today. As we celebrate our New Year, this year, we would like to recommit ourselves to the task of serving these survivors and marginalized people. We vow to help them to become self-suffiecient and also to be productive citizens of this country. Again, Thank you for your continued support. Our tasks would not be possible without you. May the Year of the Ox bring you and your loved ones happiness, good health, prosperity, and peace always! q13§ n1wS HUllH~IJ18 8ng ruai qt'~Jt8: ti M n I! 1tf n11 81 ill n L g 91° 13 u, t), nf n CIJ Hl n ti g(~11tifo11i 13ff W ~ HIUlffl 8 n1 urea gjcg I'll sfn q!Jl3 riJl3 ~Hlffl UJCIJHl Dn[l ri il8 L~ HL~ C\Jlf lllil nunai 13ff Wn1 m8LUn Ulfll Ulfif lW~ ru1q ru fif3 LtH'rLumr 813 Ltit'rn1 rucf ru, nu] nrni, ttifo( ti' ~gr.jfrj 13 ~ !n nIJl nlfHU CIJU~I CII tl011il3ucJsl3ui,.n11fJniti0101 forum0qur ~ u11 ~ ni LIi ti rn WH1trnt'~rctir 13 rn1 urm 8 oru01013 ~m1irmrtl11iJ13rtgnHna n'ra13WD lg 10: I fi gj UIi B13 rj, ill ti n.i U U8 t' it rt UI 13 t' ti ru 13 n10 HlllJl mUlffl O Ultr:11 ill~ 8013 m8 tffl ill q mo tr] 01rJ101013m oLUn u~sruu n ~ oni g ffl n1 ~ 8B13 L~ HL~ C\Jlf ~ 8 m8tr:11 ill fif !tf,,, nB13 otia{t1tDl3t8iql3uiurvirnwq10: , . 9§Ht8: ttlfodA ~mgmi8tf CIJ ~m8l~IIIUl3 I gj tr] U 'l 8 CIJ ~ g (~ It UJ 13 ( ti ru Hl 8 tll ff1 9 O q Otll nl ni n3 11] u OIO 81 tffl ill Hl 8 tlrn tl.J HCUJ ru wm ng!J'(~11 fll ur~1 rn r.in t'r c'hr Lut illl tl iJ' t'~IIUil3ft119li tllt£urn110: ttir13(nCIJH mrfim~tn11q ur~ u1rnni L9Hn wM1 riucJcru,n 1ruinuii Ln:tntlqM 813nruJHtfllf{19il3ffW 191: tll ff t Ml ill 181: tll f nl n 918 rj° !l M tll Ofiurutqnrnwqttur~ qri'1r:11ur1murfomo qurd nn CIJHl ti g(~sttirl3 lffl urm 8 n,ri no th . '1J nru, cJ 19ltf 3 181: l~l: tll tll ij nI~ Ull tll ti 813 CIJ~ g(~11trrl3tui ur, tllH!CIJl~t8n8 rulin18: ltrrl3i CIJHN fo 13 ~!ff MiffI ~ M CIJ1Itll ~ \(13 rn] n 01m: e~n~nO{\ n11niL8 Ofiill~Ull~ Bl3n11 q ill In 8i N n tll rJ tn] 8 I t!J 13 i fo rut UJ 13 fob 11qrutl111]13rUJ!Hn, 1crrl3i CIJHLueiif nrd ur 813!Jl3CIJl3~g~19fn1aiq10: "nigt" ~urni 0i gn ~ ftCIJO U13 Lffi g1 s13 n11 llJl U1l ggi 131[1 ill m0Ctiuogo1woaLmU1 , C1J g ~tru, nun m LUn tlttll ill~~ nrni 13~ 8 LUnlI nfflll{ tuu: fif3: nru: utitn8: ~ ih.t[l 13 UJ1 ntlij ur, II a 11 a Executive Director Samkhann Khoeun Executive Director, CMAA &ts5je-cJme 81 UJnLunu~l8 CIJHl trnt'~s 1 I II �IBltn rua nCJ rutfn ll Ill fnl W1 ll o: tfn ltiLU~rugsrni m1 dm wwirnnH~ur 1810 nnI§ llu] un ru nlI!Bl: '1 nr: (ti ms 9.'IJI'lf gll rrnllU§MBrnlltBiLnus Hliltf tn i;JHdng1urtl1W1JJ1LmUtH1ur ti!lo1 • 1tru,gruti1yant1runrnmruriMn tuiur • t8UltiBlQUftllll]B gu!liru Ill fm y 1a gj~1woa "f30118 LrlULUnlr Ln a01 ll Bawrg1 urud Ln:r nB urtl11wi Lii ttlrnaurtfUllLUIWIQllQlQ'1 U§lUtfn L~ am wir ns1 n1 urni ni 9a~ ruan Clf U Mll1f3 Y:tLWlOLrtrntrunJlru all 2B LmM rn1urtf1BOtB]truLUC)l1U8 t'CJruyn Ml 01IJlllill mBH ru 8ll mBfoll~ n Ml tfntll : {, 300: 1fru,Lnn MC1J~ciJn1Bi1f8 ts ua~ WJLD furn in an Clf Ulf 3'1 3Gb: tfMtQLnll cJrci[ntBiUJll 1foa~ WJLDf urni nru,uL~ ll'1 3Sm: lfMl1JlO cJrci[ntB1101lt8U ~ WJLD f urni nru, ll 10 ll lf B rua IM n'1 g CJ rum runLn LUtlltl BlgILt!UJUBlQl / o o .-. , fftlnJiltiltf DOtl tl1LullUg1ru,o{:nM r:, L01 ruLnu0m ws: 1f3 g: 1rurnui g1 B m tfUlct{11 uri;J HUl B Lt! us Hl fl wtn01 llHW 8ll Lt! us nI§ ll Wl tlll M: tllUfi wnn11: 1 LUtll nrur stgr~ rrnig ll LUl9 wfn ll fn LmI 9na Qru{l,y ti11l ii yn Mnl ruu]llr c.g rrnnt1 ruw9lg 1s:., rn ms ri Mn urn 1 1 ii O tlltf Cl.I\Jtl vurwn Utll ii Nil uw18: WlI allwnu 2sg1ruall1 " naQlliQ119 nl ffnlrn 8~InJB IUlUl Wl u~fuuynM nnJBffU11Wrn1s 18Ul{F aurgg ru{l1fafoL; y:gs n, lliQlll3 fi Wl3 Rwlltf1Btr:U fiLDfBlllQS0m !,l0CtlffWl u] ll n ru {in mmi tB]tf8 ru, un a gru{l, LULO d 191 O~BUIQ : IQS0 tll!Q tfUll wrn, B lysb tll!Q fMUn lgs m tl11g tlijll WA 1siglls mwg ru{l1 ~ 1s: tgr011lHW tf1 Blrtro[inn urMl W'1 (ti Bl QlLmI una IB: 191 nl tfO Mll O ruo nIU Wlt'i '1 fn tll CU,) ~ 19irn fn llfnu] uo U{ll trtrJ] llm u,1r~ n wn Ulf MJffilQ '1 (ti Bl Ql WHl n~ Utnll rumnuig1s Bllmnwtru]numnywnu rnwin lggruant1ru rnu]uonanrun1ro1 ll£ru19fmy mstl1m0 : rn]sci guci Mtlci ~ruinuu fguu1 mi '1f)g .. . 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Merrimack Street Lowell, MA O 1853 508- 454-5054 (Natura l izatio n) HnHl Os i ru 11 Efl 81aHj g ru tll Cu rn1ti Hl!Efrnill ltllUJCI.JIICI.JIW!.fLn!SlCI.Jln~r !I rn1CJrusnt§llLn~llHl~lLU1fW~ (INS) gR zI WQ n1Efl[U3 Cl nHWClf UJ 1-800-870-3676 1flgj~W!.fLnfllrimru~g ruwru1ii N -400 FORM 1 �Biggest Angkor loot haul seized after st and-off BY CHRISTINE CHAUMEAU, Phnom Penh Post facts from Angkor temples ever seized was intercepted last month on THE largest shipment oflooted arti- . - - - - - - - - - - - - - - - - - - - - - , a truck manned by soldiers, including bodyguards of the military commander in Siem Reap. Ten tons of stone carvings hacked off the Kor Ker templegracirnJlHnJfillL~f~r Bbtun0~rucirwJyrn]nnu1n -located in a zone ~~brt.gntHUUlri~ttr'l (yEHlLEflutllUlriutL'llBHnJI under military r~rwDlgEflBNwJo~B@ • B1nllnur 0bn~bfn EflB~ control--and cut into pieces were 1nnrn11 'YLUtn 1ifibq bngra IB: R B WJHl rnr nib gruu] Bell !fl N found on an army tLOBClbftln truck by military police and other authorities Jan 30, 1997. Accompanymg the truck were 17 heavily-armed soldiers, including at least five bodyguards of General Khan Savoeun, a Funcinpec member and commander of Military Region No.4. Itub~ tel] ell ri 01 trul nun Bb u~ B~Ban t{] BHB~ WU Cl.fib Savoeun strongly denied tifiur, ajlb rn]n W!fltiHf~I!flB 1unu1 riutLb]Bm fillHlltO WN di nua~wJmw-1 Bbl!JnqJB1mur191nwwnugruwcn1n mrnr any part in the theft, saying that nibelb'l his bodyguards 0 u1n1unutLb]Bnniib 6:00 t1ru1Eflb 00:00Lrin were acting as u]bn rutgmi t\J trunf rubfolg "informants" ir nn!flBIClJb'l (yH9ln9btCUln tn CT1LJ1H, ffg,a ~n tasked with disc overmg the !I OBHlB ITTH~fW~ICU8 Ct~Ct-Ct~ •@'l ...._ ___. kingpins behind n t 1 - d d G t - qruu, __________________ • the looting. Other high-level Siem Reap sources tell a different story, pointing the finger at Savoeun as the mastermind behind the pillaging and smuggling. None of the 17 soldiers has been arrested. The artifacts--which were apparently en route to Thailand, neatly cut into numbered pieces so they could be reassembled--were recovered after a 24-hour cat and mouse game between the soldiers and military police. The pieces are now at the Conservation d'Angkor in Siem Reap town. Foreign conservation officials said they constituted the biggest haul oflooted artifacts ever recovered in Cambodia. The total of nine large Apsaras and 19 Naga statues came from Koh Ker temple, roughly between Siem Reap and Preah Vihear provinces. According to various sources--all of whom did not want to be named for fear ofreprisals--the relics were found on a military truck traveling down Route 6 towards Banteay Meanchey province, which borders Thailand. The first attempt to stop the truck came at a military police checkpoint outside Siem Reap at Touk Snoul. The driver flashed his headlights and drove through the checkpoint. Forty kilometers away, in Kralanh district, the truck was made to stop at another check-point on the border of Banteay Meanchey province. According to witnesses in Kralanh, the 17 soldiers aboard the vehicle threatened the MPs manning the checkpoint. "They were pointing Continue to page 10 �\ - ~ijm ~~~~,~~- BANK AND TRUST COMPANY ACertified SBA Lender LENDER Member FDIC Main Office and Trust Division 222 Merrimack Street• Lowell, MA om2 •)0U)9-9000 Branch Offices . 674Boston R ~te JA) •Billerica, MA 01821 •)08-262-012J oad m Road ~te 110) •Chelmsford, MA 01824 •)08-442-m8 Littleton 4Central Street• Leominster, MA 014,J •,o~-,J4-7400 910 Andover Street •Tewksbury, MA O 6•m-86J-) )00 187 Mortgage Lending Center 27 Palmer Street• Lowell, MA 018)2 •)08-4)9-9000 �·GREATER LOWELL TECHNICAL HIGH SCHOOL 250 Pawtucket Blvd. Tyngsboro, MA 01852-2199 454-5411 Open to students from Lowell, Dracut, Tyngsboro and Dunstable A free p ublic technical high school where students earn a high school diploma and a technical skill. Bus transportation provided. GREATER LOWELL HAS: 23 TECHNICAL PROGRAMS COLLEGE PREP CURRICULUM ALL ACADEMIC SUBJECTS CO-OPERATIVE EDUCATION TECH PREP PROGRAM FULL ATHLETIC PROGRAM CLUBS AND ORGANIZATIONS Call the Guidance office for more information 454-5411 x310 Continue from page 8 guns at them as the MPs wanted to stop the truck," said one witness. As well as their guns, the soldiers showed the MPs a permit signed by Savoeun allowing them to transport "wood." "There was no wood whatsoever," explained one shopkeeper in Kralanh. Prevented from going ahead by the MPs, the soldiers resorted to offering them up to 20,000 Baht ($800) to allow them to pass, witnesses said. Despite the threats and offers of money, the MPs checked the truck and discovered the statues hidden beneath an oilcloth on which the soldiers were seated. The MPs would not let the truck leave, and telephoned their Siem Reap headquarters to receive instructions from their superiors. With a potential confrontation brewing, an ad hoc committee of army and military police officials was hurriedly set up in Siem Reap to decide what to do. Back at the checkpoint, there was a three-hour stand-off before the Siem Reap committee came to a tentative solution--the soldiers were all allowed to leave but the truck was impounded and photographs taken of its haul. The truck was then sent back to Siem Reap, and apparently put in the care ofKhan Savoeun. The next day, 24 hours after the truck had been stopped, the artifacts were delivered to Conservation d'Angkor. Savoeun later told newspapers that he had been responsible for catching the smugglers. But no-one was arrested. MPs said they knew they could not make any arrests. "It is not the first time that such a situation has occurred, said one MP. "We often have trouble with the soldiers. The small cannot reprimand the big ones." According to several sources and documents, Khao Savuth, chief of Savoeun' s bodyguard unit, was among the escorts on the truck, as well as at least four of his men. Savoeun, interviewed last week at his home in Siem Reap, said he did not know anyone named Savuth. But, when questioned further, he acknowledged that some of his men had been aboard the truck. "I gave the orders to some of my men to dress up and pretend to be robbers, that is why they were on the truck," he said. Savoeun said that he himself had arranged the second check-point which stopped the truck--a version Continue to page 14 �~ trnnlinro U!JIU£i1Hntl 183J1 ti Hn ~ 8LtiU'] £i11 un forugn~msrnurnS3J1ti!Jtt.rA1U qnr Al ugn mr\ tl1 fil!Jlti ff mBttH1 rrr: tHUcn IULCl IUU rnturn 8!ti Ntl ll nJ tn: NIU !Ul IIJB g~ LCl: NIUO 118 tn: ur ~ trn'rfo !la Hrn NB11 /l~sb: gBmig Bwtru]nurnr\ 80M [lf l!Jnl r\ ll nJ{iMHl 8~ CUlHl 83 qMtfl l1J 8 rntl1 1SH rntglnB ll rug~ NJUtr 1 !,[{f M rnJ n1 rn rurtN] rurn Bl n1 ~ BQ Ln!J 3J1 ti rnJ n cui ura1 n1 ~Lna aua g1 BQ 3J1 ti rnJ n (G utn 8g~ tn: NIUt1!l4g IU!O ii l1J u1B H~tl IU!81 ll rur~l CUlQ§ IUNB qn ' wurm1nmr forufont11Brni1uiur1 \ tt:lsm: rnrutnnBH~LCl:NIUg!lQ3J1ti \ rrr:rnrury,tHti 81£i1LffiI!J "iiOLNlltn: "1 \ ri1H8t8]Hli1U1uLUIC1M!tl1 Q!l8t7GmtB 4ruug ru91 yen rurtNJ ru ii tl~t~ ucfi ur 4ruug ru91 gnqg UI WGSl!lHNtn!ltn H18 INO Q ltilfClH~ t~ 8rn] !lint\ t1'] £i1HM cm: tn: qgCtJ1 NBHHl urm B'l7ntBitlrn1~ !l 1S HJtll girLntll r\tB Ngt!Ul n1 frJ7!lrn]n §fiiOLNllLCl:1 iia31lJ1In18: fiLULii~ !Gl tBi Q!l tn: !Ull 1Lti ut~Hl fl H 1 nrur gltlrttu!l fo !l tm r!J ii a tB: uJ !l HJ;J M nJNDI~ tl7HU11 ~ N1Ufil!J1l§ NO tl'll UJHl B tB] 01 • LN!l tn: • tl1 ii 5~if n d 1ti)u 1murmBurgrui tm11J1na19fLN OM11 OJ1raruim9fumin!l1 {ins:81£il nrnili n ro met ft a~ a §lfiiii(.il]BIJDiiiillllfi Citizenship Class '?6R&& ,,jbnaii!§ ,Am S,mb 90LPff Every Saturday Morning 10 AM - 12 Noon Cl f ~ffffHID!JSlfJffb CMAA-125 Perry Street; Lowell MA 01852 Tel: (508) 454-4286 , ~U~Hff fl§ ~ff �xxxxxxxxxxxxx • ffUlSTI Wfflffla d!SttllllGtllltllOl U~filJ!l!llil'itliJllLl'IO lflSUl!Sijlltlllll'i Hllllllri~l'itll !{l'it!SH illld1U~fi1Jtl'illll'illl1 xxxxxxxxxxxxx • l'ilU~Jl~l'i~tnfituw sfullUl!Sl'il!;!dlll ttl rum isnn tllfilUl'il lijl'i1 xxxxxxxxxxxxx * d!Stnlllln111J~U ll'i lflSU llS!{l'iMllqf Qlll'il rufo Ill~istm lllnll'iJti 1'11 xxxxxxxxxxxxx • "llfi1ru11'iul'iun ~ is1is~, w11Lfi 1H uJnn trmu nrnw1ianis1inmw1nmfin ... t t {t" "' n t{PH 2IS!{l'ig11\1 * A ntgl'im lfilllaLmuuucJ~ ii~ mis!m1 xxxxxxxxxxxxx xxxxxxxxxxxxx U!Sfil,ttl llli3llfil'itllfil Ulll'itllldlfillU t {t'" n v nll'il'iMlllli3 ISlli1tlfi tll1 n -;; fil~Lli911SUi1c1nllJlfifllllfif mtl'i lUUNU~filJ Courier Building intwllfi tnLdf\(l{jtis1qu~ruml'i n1is1!nui isnl!! dlll ~L'lfilttl rutis1trotoll m 151 * ffL ru U!Ul • ltlltllSlUl'itll\l • tfilllfi~w dllllf!Stfll'iUl ~lfilttll'i Ut!Sl filf'VIi 1 i d ti3U1Ull'i i3J IUfill~WqJ'61ltm q1'6sruri1 il'loJ1U2ill1g xxxxxxxxxxxxx xxxxxxxxxxxxx * lfll'iUl'intfilllalil'itWQ}[Jlf1 • disforuW rntml'im isll1wuqn~disforu 1qrcrn~ 1StLOISUqn1 xxxxxxxxxxxxx xxxxxxxxxxxxx • !{l'ittlllllf!SEllijdllfilllaHlLl'il'i Euo1ijdnwGfi cyfos1 sfull lf IS xxxxxxxxxxxxx xxxxxxxxxxxxx ~fUUJllfi!JlfilSUfif!{l'iHfli fiUlfilSUfifi3 IS1 t -;; !{l'iltl llllf ISUl!SlfilllatHJ !Sgl fil xxxxxxxxxxxxx iu nJl[il rum ismrll'i~1 ru1 • xxxxxxxxxxxxx !Hin tll\ltfilllfi ~ ww1 xxxxxxxxxxxxx '}!HUlljlfif~ttminl'il(i'll'itl !{l'iMlLCilUtfilllafil!llrisucJ~ !Stll\ld!S Ml~tll !{l'il1Smttgml1 ~lldl[il!Slll: uo isttw1rnnsucJa is1 -;; . lflSUl1SUiton1iitu1 xxxxxxxxxxxxx • ~ xxxxxxxxxxxxx • • V 11 xxxxxxxxxxxxx * mrun faii 01 tClsbn t!llflliffiiimrnrnrn 10 wm nlff~s m8LU91 m q;pl'ici10 ng §82 ru : llililflllfll lliHl ITTS Courier Building fo ru ~n rni1a1 6S Jackson Street, Lowell, MA IU!fjurn !flil O ell !ft;IJ!fru;J ru fiJUl t1 If~ f~l 1 81 t1 llfln \fl ii mi 81 lliliGi IHHll ~ ffi 81m: q; r\ p H~ !1)1 fi ~m llUJl lltg mm) U£i fiJllfiJI Cll liJI~ ~Cllm nHU m, ~[U8ii 8181 til lfj llili!fli ILU '1i tm wnunmllm1rn:1 ltUll§ 'lfHlgtw • nlfmf01 to1m:wmi!n n W t1 !ftfoi ll H 1l Hglli~rutllil urum Lil 8ll Ul WI j d~ uronrn Wleljll'l wnugur1g ~m 8Nl!O~f nmllm/18:1 'lflfllfl172H1Iglllrill ll !,[Hl rjl!l)gug1 ru sll1Mntum 0wm n!f Jfll -mBr§ !,[tMn nrtJ 0-w31s m!f (rto ct )GciG -G~ct~ n I • n31l 51lUIS w•' t1 llllOl'ilUtfilllflUffiOUUfif !{l'ilf!Sm IS Courier Building . s!ulllf!S CMAA's Dream Center March 27, 1997, The Board of Directors of the Cambodian Mutual Assistance Associaion of Greater Lowell, Inc. met and voted to accept the donation of Courier Building located on 165 Jackson Street, Lowell, MA to be its new Community Center. The Board of Directors has also unanimously approved the executive director's proposals to be submitted to various funding agencies including the Lowell's CDBG (Community Development Block Grant) and foundations for this project. We would like to extend our invitation to community members to be part of this project. We would welcome your input, expertise, and support. Please contact the CMAA at 125 Perry Street, Lowell, Massahcusetts, and talk to Samkhann Khoeun, Executive Director, or Mr. Chanrithy Uong, Board President at (508) 454-4286. �Catehing On With '".reehnology Judith Dickerman-Ne/son funding to the CMAA' s YPP, and the program has used the money to fund a computer training course. For ten hours a week, Chath pierSath conducts a class for the young parents who range in age from 14-22. He works with small groups of eight women at a time, splitting the larger class. By doing so, each student has the chance to receive individual attention. The women learn computer vocabulary, discovering that a mouse is not always a small furry animal and that the word "window" does not always refer to panes of glass. T ap. Tap, Tap. Tap, tap, tap. What is this sound? Is it a woodpecker pecking an oak tree outside of your window? Or is it a tree branch hitting the side of your house in winter? No. This sound represents something much more exciting. This tapping signals the beginning of a computer class at the Cambodian Mutual Assistance Association ' s (CMAA) Young Parent Program (YPP), and it is the sound of young women learning essential typing skills. Recently, the D epartment of Transitional Assistance increased ~~ ~ ,~'"v- L n~.~Jk.•· ····•··• .w,,,,, ._ _ ____ _ t:J rua~c,'-llill ~ ! fil mau,!•LHilLf?bBJtas • ibujmi6itid,asjbs,asiJlts,mtl151001 ib ri,asbrilfl§t?bim1H1as11i ,iitfi~mautJtnai&Hmau,!nmmmi!t!Jt!fflP UJ1Hl5lill'I ' ffJLASfflnJlif'ts: &Hmau,!ffllt!,IH&U'ISfflt!IHjioom ibtzffffl'!!!JHlfln ,Rflnill1 tf1'15lbff'JP ibffemff! ffff1RS!lffi1'l!,ffiffl&H , nasibVJLPi,m,151', .l8lllfifl ,tammb fruG~t? a:00~5 ,muiwps 0 yl9EEnl 6>t!:l:oom~es Parl<. €afe 246 Mnat IC towel, MA 81152 (Hl 8 Tit§ll otur.l tu~tBlHHilrnmtl tu~Leo A. Roy 1m tuHBfit'it~) 6i1HS°il1flffUoH11 ffl imaiJlt! ~o Wlfl ti l:fl~I ~~1 IU1iffi1J116Jili (lfl88~!UH1Ull I 81llMCtf~: ) Bil lflB uii IWl 1:18 WJdlHIB nUJnH ii tm:rrn ti818 UI~ l:f .. :is~~ . :mJmrnh1e rome;1,f!&: (508) 454-4286 , ,musrug,s: (508) 454-3443 They have learned how to open and close documents and how to save these documents on both the hard dri ve and a di sk. Helping these young women become computer literate will certainly assist them after they have received their GED. They will use their new computer skills to write papers for college courses or as valuable skills in their quest for jobs. With the increased rate of new technology always in discovery, some people may be left out. Most urban poor do not have access to a computer. However, in order to live in today' s technological world, one has to know something about computers. The young parents involved in this computer class have little or no typing skills. Some had never seen a computer before. This is a great opportunity for them to learn, enhance their life ' s skills and catch on to technology. One can do a lot with computers. Young women can even find friends and support through the Internet. There are children's websites which they can access and help their children to learn and discover their world . There are websites which will enable these young women to pull out a whole lot ofresources. When they are in college, they can easily access information on the internet. The goal of this computer class is to give young parents access to technology, typing skills and hook them up to the internet once they get comfortable using a computer. We are grateful to the Department of Transitional Assistance for providing the needed fundmg. �Continue from page I 0 of events disputed by MPs and other well-informed sources in Siem Reap connected with the seizure. Savoeun said that his 'spies' on the truck were unable to arrest anyone because the robbers fled. He said he would rather try to catch the middlemen and the Thai receivers of looted artifacts, rather than soldiers. "They are poor and they are offered lots of money. They are not to blame," said the general. Asked about the authorization shown by the soldiers, he said that he signed many permits and that the one that they had was exclusively for wood. He said that the truck, registered to another military division, could have been bought by civilians. Savoeun declared that he was eager to stop the plundering of Cambodian artifacts, which he had been told about by contacts in Thailand. Middlemen had offered up to 2 million Baht for people who smuggled artifacts from Siem Reap temples, he said. No-one had come to see him and offer money, he added. Savoeun acknowledged that some senior officials in Siem Reap alleged that he was involved in the robbery. "If they want to file a complaint against me, I will be the winner. I am honest and innocent and I never receive a bribe. " He said some Thai smugglers wanted to kill him. "I am not afraid of bullets and I am waiting for the one who wants to kill me," he declared, removing a pistol from his briefcase and putting it on his desk. IF the Angkor temple artifacts seized in Siem Reap had made it to Thailand, they could perhaps have Thailand has on ocassion returned ended up in retai l shops in the Thai Khmer antiquities--usually with great capital, perhaps at a River City bouceremony--but has not signed any intique. ternational pact on the return ofartiA well-known shopping center for Southeast Asian antiquities, the facts. complex, contains three floors full of Cambodian antiquities, according to Julio Jeldres who paid a visit three I B nq!l fi dl~unrru'f n~t~I !JlliLUttrn lfj rum Bf~m BdlB l y weeks ago. tsiq !lf ll {IJ !l ti Ufl nl 8J ni !l nlf BCuff UJH ~Il:fntg: '1 Cuff U UJ HLnl "There are so Hn ti Cuff illlf:l ruf ll { !l HtUllf mBntn t1UiJ!l !.f 9!.f I Cu{tu!l mB IJ many of them. I urn ~unrru'f tB: antti'itm cJcsiq !lfll tlJ !l mU111 c01:ru;J nan tJ cu think that River City needs more eu91~ tB : '1 monitoring from ~unrru'fta: mBC1In8i!l~rut9tliJ!lH nmu goarnui~r Bl!l u the Thai police. They must stop people who sell the things," said Julio Jeldres, the King's official biographer. In one shop in the complex, he inquired whether th e stone carvings §B LWtliji !ll rudlLUttrnrn.umB qMnl mywn c:r~ unrru'f n~ '1 were reproduc- ~ nr 01 nq!l mB !l fi!B L~ !l L8 tf!l forum Bucru;i1 urtutf!l 1; ri n tions. The shop- w.H B . !l88!l LUtf!l b@ eu.H. , tB18lllttm H~nm sta!l keeper turned fJBNnUL8~IBl t1'1 (gwtB] !lrBltrni !l HNmB (j)@ (g fo ru her nose up at ywjmw uJiurrnrmBrninu-nur him and sniffed: tgtliJ!lHO{Cl.UBl!l§ B \,[ {fi H 8 1Lt11l "You are in the mBNtB]lltiiHL~ f {tllilltti[]fU qLUHI B!ltgB!jill{B wrong place. " qlleu!l81!l1~n:n!ltLmH , mru0qtufoc0: ticaajc 9cmur1 g Such arti wtB]!lB!JUI'l glriNtB] ll q:\,[gr , tBirn rurntU~If!l'l rncm: facts, tastefully rgNtB]!l B !l tH CU!jUJ~ mBll llLU!f!l O. ITTH. tgun ywj !lH§ displayed in chic gall eries , pre- \,[tg ntni1tnlfi!l tin ll 'l!l n, q!lfll tlJ !l tiUfl m8J \,[f lltlJ!l mU111 rnl]f mrir Bl nqll tBi sumably began their journey in 31 !lt9!lIBl t1!Hn'1 IBl t19 !l tLUJ ugodl !.f!W !Bl t1!H nttuJ ug 0 the humble condl u;t, IB1nq mB~ 818 N378 HBHl 031 BmB tsiq !lfll {IJ!l8i!l fines of dusty nrn1 !l ttm: fl gUJU§I NtB] !l cm urm Bl'\7 ng: Ql tin !l ti m: 11 trucks lumbering out of Siem Reap . u uu ll �Chath pierSath A t the Immigrant community meeting at St. Joseph Hall on Saturday, I was driven to tears by the act of one elderly Cambodian man. I had asked him to sign a petition to tell Congressmen and women and state representatives to do something about the current welfare benefits cut to the elderly and the disabled. The petition asks the legislature to set aside state funds to ensure a minimal safety net of services to legal immigrants and refugees. It asks the state to specifically support and fund the following five-part Compact to protect Massachusetts Immigrants in the FY 98 budget and provide: Cash assistance for the elderly and disabled losing disability payment by expanding state funding of EAEDC Food assistance for legal immigrants losing Food Stamps by supporting the Nutrition Assistance for Families, Elderly, Disabled Act, sponsored by Senator Norton and Representative Fitzgerald Medical assistance for immigrants losing Medicaid by supporting an Act to Protect Medical Assistance for legal immigrants, sponsored by Representative Antonio Cabral, Representative David Cohen and Senator Mark Montigny State support for Citizenship programs Oppose residency requirements on aid to new immigrants I thought about this man's life as he carefully and meticulously wrote down his name and all the members of his family on a sheet of paper. English isn' t his language, but he had managed to learn how to spell his name and the names of his wife and children. He wrote, letter by letter, those names that he thinks are important numbers on a petition to making sure his benefits remain. He was afraid that the cut would leave him starving or homeless. As he was writing, his hand shook as the other hand held onto a cane. In Cambodia, this man was a peasant who plowed rice fields and lived with whatever yields his fields gave to him year by year. He gathered vegetables, herbs and fish from nature. The rain and the seasonal changes, good or bad, were his connection to the world and the place in which he dwelled. His village, his temple, his neighbors and his family were what he lived for. Then, when the war came and the five long years of Khmer Rou ge occupation , where millions of people were persecuted and killed, this old man fled. Through the fire of war and explosion of mines and firing squads, he managed to survive and brought his family across in one piece. Now, he's old, living in the city of Lowell, with little or nothing to praise about his past. He tries to live as best as he can with whatever benefits he receives from the government because this is a democracy where humane acts of compassion and understanding still exist. Enraged people are taking action against institutional acts of injustice- the cutting of benefits to legal immigrants. The man was one among thousands who gathered that Saturday to ask the State of Massachusetts to do something about SSI, Food Stamps and other benefit cuts for legal immigrants. The Federal government is trying to force them Continue to page 32 \ove, �THE YEAR OF THE OX By Samkhann Khoeun A ncient Cambodian astrologers observed that events on Earth tend to follow a twelve-year pattern with each year represented by an animal. Depending upon which of those years he or she was born in, a Cambodian believed that he or she Well, here is what I learned from talking to older folks and also from a little research I conducted for my own personal enlightenment.I am pleased to share it with you. would be closely epitomized by its salient characteristics after one those animals. They noticed that those born in the same year often share certain basic personality traits. Thus, symbolically, according to the year in which each of us was born, we are either a Rat, a Rooster, an Ox or a Tiger; a Horse, a Dragon, a Sheep or a Pig; a Dog, a Hare, a Monkey or a Snake. trological zodiac, the Ox is believed to be steadfast and methodical, and though some may find this down-toearth practicality routine to the point of dullness, the Ox deserves high regard for being reliable and sensible. It is a pity, however, that a desire to conform often stifles an innate inventiveness, for the Ox is not without creative imagination. But, suspicious of anything that is untried and unproven, the Ox fears taking the initiative. Being so thoroughly dependable, the Ox may rise to positions of authority; but here too, conservatism prevents promotion to the highest administrative posts where quick-thinking and a flair for making immediate decisions are essential. The Ox may be unromantic, So, what do people think ofyou if you were born in the year of the Ox? What would be the general characteristics of people who were born in the year of the Ox? If you were born in following year, you are theOx: 1901, 1913, 1925, 1937, 1949, 1961, 1973, 1985, 1997. Occording to Cambodian as- but there is no lack of affection for a few select friends . Preferring such company to a wide circle of acquaintances, the Ox can be both loyal and possessive. In business, the Ox often brings prosperity - not through entrepreneurial imagination and risk, but as a result oflogical thought, resolute practicality and honest endurance. What others achieve through flair and invention is but a shadow of what the Ox achieve through routine and patience. The year of the Ox is essentially a time of stability, with the promise of steady expansion. Matters proceed happiest along established lines, and there may little by way of innovation. But this does not mean that the year will be unfruitful, far from it. There are rich benefits to be harvested from the previous year's sowing, literally as well as metaphorically, since the Cambodians associate the Ox with the earth, agriculture, tilling and ploughing. But while established undertakings can proceed with confidence, it must be stressed that projects conceived during the Ox Year need a certain urgency. In practical terms, this means that in business matters it is important to get that signature on the contract, whether yours or theirs, without delay. The opportunity may pass all too soon. Or, if a marriage is contemplated, it would be unwise to consider a long engagement. The Ox is associated with bones, limbs, fractures, rheumatism and arthritis, and the Year of the Ox promises well for those suffering from ailments of this kind. The year of the Ox, like its associated winter season and predawn hours, is a period of hibernation and sleep; and there are inevitably those who will be able to exploit whatever advantages this dormant period provides. �New England Rehabilitation, Inc. ms ,,uu uRfflts1 ... A O RSlff e!/!,/1 0 t::::I t?bffUPJ1filRnJ!!f,fflifflHR?Jlmffff P , f ,im:f1ffunu1 n,mg 11f11smgnb,nbDiff , 1um,mu1,nu1 A 77 East Merrimack St., Suite 22 Lowell, MA 01852 t::::I Tel (508) 452-4156 Fax (508) 452-0317 �.c:,. .c:,. 0 ... 1 un o 1n1:1n il1i:irnunn1rnun cw, - n n 111 nu 1 : 11111 n u • (nnmHHf8 ) IQ llSl llqJ1 UHl.fll lfl CU!fl Wtg ITT U !Qll !81: !:fl 80Al( 8frllon rJ (Ul!J2 8!LO 801 ll " IQ ll!fl rur w10ia11JWW MlI!fl ru!:fl 8Clt3 W~tiHl Bll!:fl80§8tiO'l. 18!QllSlllt8: i! il Lit ru 11 • !:fl8Ut]lltrlJ!liQ!lW"!:11 m. !:flBtwogm]a~1wiiiiL~M111uw 2a ., l<J . Ct . grufinLULliAtWtlnl!:ft1(l{)l1 ti. 818 o Qlln1101n0 llrfl llLCi'iBll nnn L4 wtfn lli1 ll2l n1t1 iirw1n ll tS !:!In (MS Magazine) 1 toQJiig:1 tQ!ltqwd a6nn1 !JW lfl rum 00~ ru~1 n11tg mun§~n!,UflW !Qllt81:!:fl8nl1 C\f1 Wl !:f(l 6 rJ (Ul U2 8 yR tlJl Wl !:f(l 6rJ " ru, trijnlfl rutg mutS 1:1jn11mr 20ruwrn " !LO 801 ll!Q lllfl rutn nnWMlI !fl (U!:fl 8 cl. ~ 0. gruo nLU Lei AtLti]ll tm] 8BlltLn]ll LWf ll !:fl 8nuus Cl wnt1n11wnJ1tBi Ml ru, u]a1 !ti wruell!:f~ WJL4 wn tUJl tUJl 1 l<J. !ti wruell Ef 8L~ f ttil It1 L'1{ !ti IH81 m. tgHtntUJlttffiOl!jW~Ifiltr lfJCU!:fl8 mrnJn'17nruw 2a1 " Ct. nwnu§~nwm ti. 19 ~1nt1d06LW!:fl8Utm:1 cl . !:flBn1rr;10LOIU !IfjlBtwo5Clt3Ml~ iiiimna1L4w1 I rl. !:fl8rlruJmntrlJlli ow1a n11 wnJl 1 ct. ~oonntrLU!:lru OUWCU1U281 " y~1tm]81 ~- Juii gonrnitB: : 0 D. !:fl 811H111l 8LO!UHn ~3 lll12 8 011118 !:fl 8Ut]lltrlJ!li !81MlCUlu]81 iiSluidffBff&,m,Bju ihm:,gb oBbtii : QllnlIITT8tOlfi Cltl1 !:f" ru1 !jW1 Q) rn] nIQ ll8l ll 181: !:fl 8 0. iiSluid!Bff&,11m,ju ,hm:mb 09b1u&H : i;, cw, iCII !:fl8U(J,llBlltLfi]llLWfll 0. " ,, tfll W!:fn iittnLULti A~ ui gO 81 ll 1 tm: 19. wruo1n11tg~orn1wruw1:1~WJL4W a1n1rngnn " L4WYLW1 Ql lli2 8Olijntg mU2 8IUW8lll nrnili tire 190 WESTERN STAFF SERVICES ""' msm,buuu i»s ,61'nbiLf'?bBJi'lm (LOWELL) tibUi~jJ (CHELMSFORD) 'Rflff{ffffflitmi,ju,jnunblfus:wu HfllllffUblnt51:ibu1i,gmitm&U5A51ff{fffulm5ilS , ffffflHffffllbU~S5Rflff{fff&61H5WbO ~~ei~6~ niim,wbibfflLB 'Rflff{fff 1t A -' Al ,_. f o f ,U1mmsm111t51~vmg sbmsn,iu,1Jb1uui1s,sji,,mbLt'm1un,1m1s1s 40 Slff umfislll fflltnffQlffJ&lt5§fflH6Tffliilll\llSUlSi 60 CHELMSFORD ST., CHELMSFORD, MA 2ND FLOOR gdmSH5j6~6BlffBb TOM g CHRISTINE fflff~liiiHlSi: (508) 244-9199 �V ANTHAN R. UN ATTORNEYANDCOUNSELORATLAW m n a_, dO a_, •.> , ., .> .> nm ruurturll~a,mum rutrrojlutntJurnnqtlrg mfifl nytfirt1 tfj ru tf1 Btt:1mi tlltl Btl1iil!}I!:ll BmrQBLUClfll Bllltfjl nq11mrmtifi1 truinnnmosi rumrnBJnitru1si ~tunuoJ1irttlJlli uiitl fi!Jtid 01 ma, mfif1 tg rt fil rug, ru, J • ='Ltn:flrillllllb1 c> A.UTO A.Ull)l:NJ" =,im:flat"lb'!ffV c> wot?~·s OOMV~A.TI~ =11J1UD1li,u.1'! c> EUSli-.lHS I.AW :> 9JluiR!lV'sl15t! ( 11tnUbJJ15) c> IMM161JA.TION =Hffjm ( iubiiua1) c> E~l?Ul>TC.,, =u"Jlrlqsmm,DllJlfMf:~ c> §TOI) H>l?l:CLO§Ul?I: • • • =,im:fmnnmlhim11S11~m • LUI) l>A.li--lT 001so,-.i1i-.16 =mi,RU1=1: c> CLO§li--16 =,11ndJ' 8110 c> WILLS & musT =15Vf:15pd,!l:W,D§ c> VIVOOCI: Ml:l)IA.T IOi--1 ... ='IJIUl'l,ffl!ff! c> Cl?IMl~L I.AW • w ., ~ 16 PINE STREET ( Suite 8), LO\VELL, l\:IA 01851 OFFICE (508) 937-2201 ~ IIOl\1 E (508) 458-7738 FAX (508) 937-220-t �Lowell Community Health Center Administration Office 585 Merrimack Street eLowell, MA 01854 if (508) 937- 6045 cl o t FAX (508) 970 - 0057 c) , o , td VnsJru,m~m~ve ~rumss~Hij1~~m~tru~e~1~~wem~ 6~1~efie~~seru A A c) A , V'Je~!rufi~~e15m~i!S6~1we1~16~SJ~ m~ 0§ Hl 8 tun Bil CHUt~ fi{Lfi tf CU1 ttfltl _t : mOtn fi tHlHffi tl rt: 00 (lJl u c n8nJ"!3m tHf ~ w3m w gtl H~ w3rn mrn r uuutn ntcHuH toruio, ., ., oc , o , d , (fil! n 8 t\J fi{3til n H~ WJm WH8 01 uHl 8 filHUll ti~ fiOl ff 8 tqjlli) '1 wtl fotntHg nfi B g81 tlHn'rrniHruJ LU'1{3til n ttutl Hl 88~ rumt tiJtl " ' d ITT 87nUttlW3tilnn NEIGHBORHOOD HEALTH PLAN, MEDIC I d a ,, ..> , AID 8 tl MEDICARE tUHUl fiSffiITT 8mtm 87n U!tl tci fi W3til n rn t81~ ci ._. ci I d a " , , d , YfiH8 Hl 8 fil! ITT 87n Uttltn Utm 8HruJ LU'1{3til Otllitlm uHl 8 fil! U~! t~ fi B tiJrnim mhii t~ Wlt B tm iH1 ruJ ru, tl ,iitfi,mmmSHIW: ulf.ftJuj,siu~m~ifflPMfflOffi!i!Jf$m t~ Hj8 ~ rumt nJl mrun grniHruJ LU'1{3til rntutl J d II 01 ~ ytl trui nunt~f q~ rn.y-i~ 01 ff 8 d ,> un rn~t WQ Hntru3 937-6100 yHttU UJ Hfi8 HruJ LU'1{3til nm~tl �H11lifU51ffI \TI e. e,. I t:IIU U awvmmtomagmn;av»L~ai1toy1s,liflmmubuJbimn~1 WELFARE tmLfflffPffll SSI HflliSn,tm~liSr»ffffr11m1mAn1J1i IJ I CITIZEN ~,i:~oobysiMns,asM'![Jii l;jmsffisn,m,11mmu,jms~Hi1s , • sv,~b,11asm~~[ij,jiS~i»RJlffRS@lIDb~SHbysub,ijb,s: ~»url,asi : , . . 125 Perry St., Lowell, MA 01852 (508) 454-4286 ntrnii ore tuti'rgn urtr1 ur at nn: Mnru ttnurtm nnr0J1 '1 ttm:fiwrufru tHl WLm tn fl ru TfllcilL9t1J tLUOl8 ClI!JffiU HUNL9 t1J8l 8l un tfl 8 LIJ tlJLM U Hltrrinrfll ilAiimt11:1tp Until 0m1:11U1 ur u, tm tr1 iui] 0 mttos tHrutn ur'l (;)fj m. urrua1 tcittn0 as t~lrntmrn rn, 11. tufm rutlHtf3 o rua1n111g mutsi n0~ Qtlg: 1t11ur~rmuBt1n~nruw01tl tL ff18 tNO Q 8 ~1 NsHi ~ 8 tl1tn0 uii, m] " cl. Q1UJ~8tllffMtr181gtm:1 - " nuu] unuiiJu~ titm: ttll urtrn nut ii IW111tmQllL~NU qt~: , ~ffU[11Ultl1UJNIUU tUIIUlMffM ff18 WCUJIU1t!Jtl1 HntUlltB: ~ff2INgtrn§ iitg tsTI ' mtrtru32IND (c10r1) rt11r1-6clr16 !I nrnrur:Nmrrnf~r CMAA. mmru3 (ltOcl) 1tlt1t-1tbclc11 �FAX: ( 508) 459 - 0044 • TEL: ( 508) 459 - 2575 .c:i,:, IIUH Liil(!lii / i JAMES C. DRAGON ! '\ ilffl mm, mb i, !'UulSUU(offli'JM5~n ius!fiUff Hfl mmsm, i; Uoli~ sbe~ff ~ffit? igufiibmsmitonii,5lHRS11fftsbUs,~ns"itffrlutJJgis 1 . e 0 ~ -..... ~~~mmm=m....- ~ ❖ ttm:y1riono1 ¢ AUTO ACCIDENT ❖ ttffl:yli'ii'ilijUtgi'ill ¢ WORK INJURY ¢ CRIMINAL ¢ BUSINESS LOSS ¢ BUSINESS LAW • ❖ 0 Bli'iUUQUOijOl • • ❖ O.JIUtUuoaijm 0 • 0 .. ❖ O.JIUHl§lLUllfilii ¢ IMMIGRATION ❖ Diii'i.JW ¢ BANKRUPTCY .. ., .. ., mM g1 s cJ n tl t Q qLti ur cJ mwurg, Bmr ur, ru ur P.O.Box 478 132 Warren Street Lowell, Massachusetts 01853 Lowell, Massachusetts 01852 �CMAA - Looking Back, Looking Forward Joachim Nickerson he Cambodian Mutual Assis tance Association of Greater Lowell, which is known by its acronym CMAA, has gone through various transitions during its eleven years of service to the Cambodian community. When the Cambodians started coming to Lowell in the late 1980s, they brought many needs with them. First, they had to overcome communication barriers as well as language and cultural differences they encountered. The CMAA was formed as a bridge between the city's service agencies and the newly arrived Cambodians. Some needed welfare,jobs and education and language training. The children needed to be enrolled in school and receive T ... proper medical and dental attention. People arrived with only their IOM bags (Immigration Office of Migration) containing INS documents. Consistently, the CMAA has been there to assist immigrants with their needs. The CMAA has gone through three directors . Mr. Samkhann Khoeun, the current director, is the fourth. The first director was Teresa Therbold, who passed away in 1994, Vera Godley was the second and Pere Pan was the third. They all contributed to the growth and the functions of the organization as a human service, non-profit organization. Neda Nou, who lived in Lowell for 12 years and worked at the CMAA the longest, recalled Komar DayCare when they had only three children because parents didn ' t understand the importance of preschool education. Now, the daycare is full with beautiful, vibrant and intelligent children. While the parents are learning English and working to gain more work skills, these children are enjoying their own learning exploration with caring teachers. The daycare is also looking towards expansion when the CMAA acquires the Courier Building. Vivian Guimond, the current Director of the Komar had expressed great delight toward working with these children. Individual children learn at different rates, and she helps them to discover a process oflearning that will enable Continue to page 27 BOSTON GLOBE inf.6~; # _· $ 125-225 t:: li3~ftm~ I 8i;qie1rnud~t"•ene,icnswa~•f!•ld'JllftliCS88'lClil_fflUlie: 1•800•537•5354 �Community Teamwork, Inc., Greater Lowell's community action agency, offers a wide variety of services for incomeeligible residents, including (but not limited to): Child Care Food Stamp Outreach First-Time Homebuyer Counseling Foreclosure Prevention Assistance Fuel Assistance Supplemental Nutrition for Pregnant Women, Infants, and Children For further information on Community Teamwork and our programs, call or visit our headquarters offices, conveniently located in downtown Lowell at 167 Dutton Street Phone: 459-0551. �10 Years of Success! F ebruary was a very exciting month for the Komar Day Care Center. It marked the '· 10 th year of serving children and their families in the Cambodian community as well as in various other ethnic groups in the city of Lowell. An "open house" celebration on February 19 th welcomed many current and past employees of the day care center and of the Cambodian Mutual Assistance Associ ation (CMAA). T h e Komar Day Care Center was first opened on February 17, 1987 by Betty Borden to reach the child care needs associated with the influx of the Cambodian immigrants. It served to help the families adjust to their new American life, learn good parenting skills, and become productive citizens, all while maintaining their own cultural heritage. The children also have shared expenences with families of other ethnic groups including Vietnamese, Laotian, Spanish, and Portuguese. On opening day Betty Borden was fortunate to have a wonderful assistant and Khmer translator, Neda Nou. Neda continues her role today and is the longest employed worker at the CMAA! Both were honored with presentations by executive director Samkhann Khoeun, the guests were entertained by Cambodian dance and music. We were delighted with the delicate moves of Borbara Heng and Signit Prak doing the Tiva Propey dance. It is a children's dance that was done in Cambodia to commemorate Children's Day. Following this, Am Chom-Pond played songs on the dulcimer and the bamboo flute. Our sincere thanks go out to these performers for volunteering their talents and adding to our festivities. Some of our guests included Marina Schell, administrative manager at the Department of Social Services (funder of the day care), Vichenny Keo-Sam and Ro Suon, past counselors in the day care, and Joan Gendron, Audra Pinkam, and Elma Vaidya, former employees of the CMAA. Everyone enjoyed reminiscing over photographs and stories of past years. This socializing continued over a delicious lunch of various ethnic foods. The children's playful gaiety and excitement throughout the day reflected the success of the gathering. Thank you to all for helping to make this such a memorable day! The Komar Staff corsages and plaques in appreciation for their many years of service to the day care. Betty retired last year in March. After the opening remarks and Vivian Guimond Ancy Kazemi Neda Nou SophomChey �LETTERS fROM OUR READERS !.. --,_,~ --· s.,.w... n. v " -- U-..,,I W.-...-l-' ('..... ,I K.il ,.,,._ ,n- ~ 1,-c.w.-.i-.. 01~ I JIJU)l • l )I ,..l(II U 4Jln wweLL CENTER FOR HEALTH PROMOTION Karch 21. 1997 1;- -,,,:c,.r,»';!, -Jr..,,1"7'>->l<:)A,.,dl~7'"',,,r 1 ~ h•J ' 4 /).)~1-x:.» Mr . SaakhaM lhoeun Executive Director Cubodian Mutual Au i • t ance Auociati on 125 Perry strH t ti Lowell, Ill 0185l Oeu- Su.khann- ,._,,,,:....,.✓ I ,.._ 4 /f] flll/,,,/qr , : I vi 1h to thank you for your 9raciou1 invitation t o at tend t he fHtive Nev tear•• celebration t bat vil l 100n occur . I u 1orry that I vill be unable to at tend tbi • j oyou1 event , but I aa ~ 1nclo • i n9 a check to indicate • y aupport. Aho , I vant to thank you f or contirlui ng to to •lhaer Lowell . • I fi nd it t o be a bi 9hly and I look f orvard to reading eacb i11u1 , I check with t hi • l etter t o pay f or a yea r ly ) t r: ) J,,,i. o1- , 1-.v, l"lAotl,-:i Hnd M a 1ub1cripti on in foru.t i ve periodi cal have anc l oHd a HC:Ond 1ub1cription , At t his tiae I vi1b to expre • a my very beat vhhH to you and all aeaben of tbe Greater Lovell Cubodian coaaunity f or a Happy , Rnltby , Peace ful and Pro1perou1 l ev Year . Our arn h blHHd to have you u • l H dH of thi • region ' • CUlbodhn ca.auni ty . Si ncerely , ( ,/ , jf( /.-{__. Stephen NoHa , Pb . 0 . Znclo1ure1 lT~ ENTERPRISE BANK AND TR UST COM PANY February 28 , 1997 -':,.,~., I I Samkbann l<hoeun Cambodi an Mutual Msi s ta.nce "8sociation of Greater Low , Inc . ell 12S Perry Street Lowe ll, MA 01852 Lowell teen'ssports poorer pleked for natlonal program Dear Samlthann , On behalf of Georse Duncan and the Enterprise Bank family, enclosed ii our check in t he amount of $27S . 00 representing p.aywient for a f ull page ad in the Xllller Lowell Magaz i ne. Bncloaed please find our ad copy . 87 KIii LACILINCE Sw,M LOWELL-ThJ17'llillCbim, 11,ia poaitiv, ' ha-loba111utiatwbtoha.,....,~ I n light of the la rge number of reques t s which we r eceive from area non-profits, w are pl eased to be able to support your request e thi s year . ThoaolwpolanLon!I Catliolic HicbScbool hohuabu /ump,dloahaodllall. Hiadrniorol111 alhlelewu,-tlychoaon uthowianerolthoNationalYouthSport,Pn>pamqlYSPIIIIDUI! port,r o,alal II boat out Best wi shes for continued succe H . &l,OOOmtria iwur,oJJy,no!IJ...,....,•Cbimuid, Sincerely , 7v. ::=.1o,wide ...1o. imdA\apadit,but e 1A,.-'1A11~-:t , Hiaport,rdoariyallowtueahiamrl!tiatic talent.ltclepiclaamucularathlota,p.;lllodwilh ,pwheoold-, blut andnd,bouti>iailabo in tho air'. Tho fic,ln loob liu amodenHa7Allu, thoG...tpl. His ••anl·winninf artwork • iD betmbluooed 00NYSl'T..Jwuandalhl,ticwa111H1p.,;t,. · Ma~ll•~ Pitzp.fr€ ) Vice Preudent \E,:::' /br Enc . He',Jociincr.r.an11o.-..,..,.pr;,.,, Thi'l'ThlaOlin's pri,Hlrrqpost«ltlltwas stiectedfrom CN« 85,000-. kde\l)t1s 1 - -holslirC•(lobe. ._....,.. 1111..,.,triploOi-rWorldiaOrlando,l'la. '117 &ienda wiall thoy muld oxna olool,' ha P!e111 11t POStlll/ l P OSTER/From Page 1 •aid . "'I can;t wait t.o go.• C him. w ho w u ·born in Cam- bodia, moved to Lowell with hie fa m ily four ye&.n1 ago. He baa spent the p ast two au.mmera playin e oporta and maklnir friends thr ough the NYSP p,ro-, gram at U n ivenity ofMaeaa: ch u setta at Lowe ll. · He joined about 300 city kid.o during the five-week education and aporta Camp, which ofTera t w o mealo a day and a healthy serving of aelf--eateem. More than 175 NYSP p r ogram • a\ colleges and univenitiea • e rv8 thouaandA of 11- to 16--yea r-olda, including four in the state: UMaaa-LoweU, UMaaa-Boeton, Boatoii qollege and American lnternatiol)al College in Sprinllfield. . The program trie • ·'to s park campers• intereat in math and acience with fun fiel d trlpa and off-beat claaaroom work. ..I lotirned t hat friend• h.i p ia gOOd ,- Chim aa id: "Camp w a • so much fu n. You bet 111 be going •ba ck .th is tl umm er." · �Continue from page 23 them to survive in the real world when they are older: When the daycare expands, she wants to have toddlers and more children between the ages of three and four. Vivian also teaches parents how to help their children continue learning at home. The children learn through love and trust, through patience and understanding. The rule also applies to the services the CMAA provides. Changes in attitude and in process oflearning are slow. The CMAA is committed to helping the Cambodians deal with their day to day struggles and survival. The Cambodian refugees contribute a lot to the city of Lowell economically. Neda Nou, who came to Lowell in 1984, remembers Lowell when it had little to offer the Cambodian community. There were no shopping places or markets for Southeast Asians. They began to build many stores and shops. Then, real estates prices began to go up, and many old houses were rented. Also, car dealers increased their sales since most Cambodians saved up their cash to pay for a car all at once rather than leasing it for a period of time. Even funeral homes made their money. In the 1980s, Lowell was a depressed city. Now, itis vibrant due to the multitude of cultures here. It is culturally unique to be in this cosmopolitan of immigrants. For this coming New Year, the CMAA has much to celebrate. We have a newly elected board working h!lfd to set new visions, priorities and direction for funding sources. The Courier Building project is under way. Everybody involved is very excited about the limitless opportunities the building offers. But no matter where it is located, the CMAA will continue to be a source of help for the many immigrants in Lowell. Dear Friends and Colleagues, Would you like to subscribe to our monthly magazine, "Khmer Lowell"? Would you like to put out an ads to more than 45,000 of our readers. We offer l9w subscription and ads rate. Please call now for a quote of your ads. The yearly subscription is only $25.00, Your subsription and advertisement money not only helping us to produce this bilingual magazine, but also supporting our work of serving the Southeast Asian community members who may otherwise be left out of the system and have no place to go for help. If you haven't subscribed to "Khmer Lowell", please call and subscribe now! "Khmer Lowell" provides comprehensive information about community issues, progress, economic, education, recreation, and more! It also provides you information about Cambodia as well. "Khmer Lowell" is a monthly, bilingual magazine published collaboratively by the Cambodian Mutual Assistance Association of Greater Lowell, Inc. (CMAA), the Cambodian American Voter League (CAVL), and the Khemr Cultural Institute (KCI). The magazine is widely distributed to Cambodians and nonCambodians throughout the New England areas and the United States. We will be delighted to serve your needs! Please call us at (508) 454-4286; fax # (508) 454-1806, or reach us by -E-mail at CMAA@worldnet.att Sincerely, Samkhann Khoeun Executive Director �NICKMANN NICK PHONE : (508) 458-4911 COi.OR FAX: (508) 458-4911 COPY MANN ---PRINTING--- 31 GROTON STREET • LOWELL, MA 01852 cJquunn1mfin1m Wedding Invitation r;1t1t11rui9.r;y Business Card Utl£!U~1clt[j Receipt Book cJur;r;1f n1J111t[jst Video Cover tcujiU11tng1iMu Restaurant Menu ,, tfiJGaLUfilfiJtQ_Ji31 Flyers / Posters &½lniqLt1tQ_Ji31t5jt1... And Much More ... 0 ~ ms iJ tzm 'ffl ~'?!'°qLffffl& 1 ~ 1A tilSilHiffl in fnSut �CUlllttiffi81 m- 010wut:f: QM11LULNUJ81 rio ll Bll filtl lln rulg 1flllt:f~ WJBllt:f~ WJ Ln t:f0111n111 Cti10ir:11 HtJlH (n ntnJ3!:f8) u]lli01 I u~1tiutLll]0un19nH'IJMlBin yMQlln111l111 0101wgny: I tu ll 1i ll !Ul UJCll 0. 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"in~lllflruillillUJn19i ~llrln Liit81Ullrirlnsur 1iis1nn1qj! qll 1ru, n m:, ULlf NLwn, s ''llui'" u1 ouw1io1tr «nntgi:yB iur~B " ICU ntfltll NQJl CUlSj nai ll n uri tno 1ft "mur•J!" linfo3~ Bil ismiurLnltJU nn,r n~ni ll LNltJi ll ni ll trn TQ) 101: tn 0i ll n ci, m8 llli mLNttfl rug t\ y rn] n 1 8 IIU llitLnitLniu NCUl nils NIM O8rjln n1 urfo cur ru, urm ti u~ o~ll-i 10-tq ll dui I I a nrnili 018 ITICt �Continue from page 15 .An lnvit~tion to all become citizens. However, this man probably does not have a lot of years to live. He can write only his name and the names of his family members. He cannot memorize all the answers to the required questions the INS would ask. There is one thing that was wanted that Saturday. Social justice. Like the Pledge of Allegiance concludes, " ... justice for all," not just for citizens. Clare Underwood from the Merrimack Valley Project reminded us that we were invited in but to find out at the end that we couldn't sit down to the same table. This is not justice, and Father Jaime Loiacano, from the Nuestra Senora del Carmen Church, would agree that what the government is doing right now can damage a lot of lives. America is a land of immigrants, and to victimize these people would contradict all that this country stands for. {TJ ou are cordially invited to join us in celebrating our Cambodian New Year 1.f Celebration featuring authentic Southeast Asian food, live music band, dances and cultural entertainment throughout the evening. The proceeds of the event will go into supporting the many different programs of the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Saturday April 5. 1997 6:00 PM to 12.-00 alnlght Park Cafe Resta1U'811t 246 Ma'ket ll Lawal, MA 01l52 (Parking is free at Leo A. Roy Garage) Contribution: $20 per person (Food and drink will be served) Additional contribution will be reatl a reciated '00 t:>Or==========a§~~~~~~OQ ol C)ionrul!Jiit{:) Oo ~mrumlat:r~ruJmn ... ., LNl fLCllfttn UJ tut) 8-W87 8 ~- L~ci1i t:rcuul0arnqrru a1ognl0mrrw1Bi tui UJcil OlCUl M BlBmnrn WH '1 W37 b- tU£i78L~m lfo~:agmnlatruofirwtBifUNl:f~WJtrUln ... '1 m- \ L~cilrimrlBt:r~WJciln ... '1 L~cilLWtl:fl ru ... tuttirtrnl mm l:ffl ... fl !)Bttutl ... tut tutl !J 8 fl ... fl HI [J) ml:ft tutl ... '1 L~tLtflU~Ociltl:fJiLO moru, urfin tintl!J B~nwnumri nt:rmt:rm ru:mru: '1 '" el- L~mmlat:r~WJtl117n ... ., r1- C\[Ml:f~l11Qtlll)Mf1Lqj U~Ocilt§tlLM tfl WtfUJ ... '1 •- r----.._..~....- ~..~...-_..------·. J 'I I r r r I OtlLUtITTLC}i·fo ruci1nrU11 l:fB ~gtlui)wtp WLnftg ,, tin tlCUll @i.Jtn rfom ttutl LWlt.Jl O)tt'i nnLmn fl WB ... 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Ult a urn mi ILU qll LUnl1 C\Ill 1;! Ult Ill urn, 8n, rn ~ !Jll 11 ell Hj CUl ill CU QHnJI nC\JEfl ti Efltllll l{U Ul1 a 1:1i!ffl'1 Qia (l:flBO 0O - 'ilb tru3) lg bet q11J11 us ......... (wn irwu,1 gmrninl hl moq11J11 us ......... (wnuLU18WrnCU111ll) _ ig Get q11J11 us ........ (W11ULUl8C\Jlrljll18]11) 0 O • "1D1f.ff! I nHrlJl urmrui ~n g~ rnim 019 mBrnim t:rH!\Jl LWUIIUWHW 1ru,n1 ~1:rmcfim01ri01l1ru,n flB-fi. tl)n-min. 1UU8-W818 l81Qlltijllt8: rniUllruUJtllill ~t:riiBf\Jl~ll g, n8ll inn rntmitCUHQ U8 ai llH WIil ruttirll UlllJt:ll "Ei8 LC\JU81lttil run 811" 1UWLO fi UL111{!1ijitru, 1flfHiiy (c) CJ)t;l;rl llllUJLnfiULl11{!11iJltru,,, K hmer Lowell Newsletter is a monthly publication of the Cambodian Mutual Assistance Association of Greater Lowell, Inc. (CMAA), the Cambodian American Voter League (CA VL), and the Khmer Cultural Institute (KCI). We welcome your contribution. Send us your articles, poems, short story, opinion column, political and social commentary or any kind of art work such as cartoon that you wish to be published. All articles should be limited to 800-1200 words . Please include your name, address and phone number. We reserve the right to edit all materials for space and contents suitable to Khmer Lowell ' s philosophy. For articles that we can not printed for any reasons whatsoever, we bear no responsibilities and/or are responsible to send them back to the writers if writer names and address are not provided. No part ofKhmer Lowell may be reprinted or reproduced without our written permission. Subscription rate for the first year(I0-12 issues) is$25.00(USA); $30.00(Canada) and$45 .00 for all other countries. All advertising inquiries should be directed to Samkhann Khoeun, Vuthy Vann, or Thirith Hut. Copyright (c) 1997 by KhmerLowell Magazine. KhmerLowell Newsletter c/o CMAA- 125 Perry Street, Lowell, MA 01852 Tel: (508) 454-4286; Fax: (508) 454-1806 E-mail: CMAA@worldnet.att Publisher/Editor Samkhann Khoeun Managing Editor VuthyVann Associate Editors (Khmer) PahirnKay, Savy Suth, Noret Som, Vuthy Vann Associate Editors (English) Joe Nickerson, Judith D. Nelson, Chuck Sart, Seng Ty Arts & Cultural Editors Arn Chorn-Pond V minnriimtfifiulfil§tqJliru c/o CMAA - 125 Perry Street Lowell, MA 01852 Tel: (508) 454-4286; Fax (508) 454-1806 E-mail: CMAA@worldnet.att Variety Editor Chath pierSath & Joe Nickerson Advertising & Marketing Managers Jachrey Em, Seng Ty, Chuck Sart, Thirith Huth, Vuthy Vann, Noret Som & Chath Piersath Production Manager VuthyVann �FAY McCABE F U N E R A L DIRECTORS • 0 u:unmliin = '~- 0 t{]uoqnnJU~tjru f) WJ rug tl m18 m 1 tm r:i lJl tnt:fLUtnruit~J ~Uit:1~ t8i8tHit§tl1 I a. O o. I clcl C) a§ 1t g q nnJ f\11 ti mti 0 8~ ru C:1 fiti ms run cs, o.CIII.J y_y ti1 run 1 Ln a 81 tl a, 8 fit§ tl o ti~ 8 n 2ru, ru 1 s tl 8 fit§ tl U'!J~ w n I J O ,CIII J y_m fjtfiU8 fit§ tl u 0 a. gtl 8 tl tLITTLUt8 ru1 ' 0 8 ~ ru ru, Ut:f 3 tgtafim u tfl u o nt n{;f fitr:1 ruto fitll 8 t8i 0 ru fi ff ti 0 fi m fi 1 n t:118tfl UGfiJ8 r:itt11 runtm rug ru~ 8 ~tJtl ru~ U 0 -nin Ucf fi tm ru I u 0 run ,cs, l!J-runur:ifi~11 o,. CIIIMCil stlru~nJB O ,c:s, m-runuC:1fiL~n1111ru1 105 Moore St., Lowell, MA 01852 ((508) 459-9222 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml19" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml19</a>. Description An account of the resource This collection includes digitized issues of the Cambodian Mutual Assistance Association of Greater Lowell, Inc.’s bilingual magazines <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em>. <br /><br />The collection is completely accessible on this site.<br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml19" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml19</a>.<br /><br />Note:<br />Additionally, digitized issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> from the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection have been added to the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Omeka collection so that issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> may visually appear together when browsing in Omeka.<br /><br /><br /><br />--------------------------<br /><span>SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea.</span> Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007. UML19. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Khmer Lowell, April 1997; Issue No. 3 Subject The topic of the resource Nonprofit organizations Description An account of the resource Khmer Lowell, April1997; Issue No. 3. This newsletter has 36 pages. Topics covered in the newsletter include: the Cambodian New Year, Angkor Wat news, technology, CMAA's 10 years, and more. Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection Publisher An entity responsible for making the resource available Cambodian Mutual Assistance Association of Greater Lowell, Inc Date A point or period of time associated with an event in the lifecycle of the resource 1997-04 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 36 pp. Language A language of the resource Khmer English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml22_khmerlowell_issue3 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 1990-1999 Cambodians Periodicals https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/759456c2a618b9d0beabf8dfe27e5b4a.pdf?Expires=1785369600&Signature=vsDGtfO7hGW3iAYYDkzda%7E7FlRwRZjhuh1TJBzHtONouHn4umwRV3R2fI6STVf1kF6znalJVhBzHOjscCCQtYhBjRT57FKUMyIHJuzVVJsvDOvU1mBrRZb06LTtXh1Mc05GUCRgqa2DJ1z9dejJIlHy2wB43KebNANloBTdXz6Av95Yy5-1AsYXfI0WGHEGrA5kONErsh67We8%7Egxl4GA-Wj32Jxu5Qh8AoIrjrOb%7EPtNPZPbjW3irVPdfCHfwuTulGBZSQ3KczAgvaE12hk52CKjYDCbnen3UIMNmpD6TqmUhu2XewEpTyIMngU2M9PN3ya%7EFxnfvcJA0wBb0UtJA__&Key-Pair-Id=K6UGZS9ZTDSZM 7a990465d699c843a28cb18b178c78fb PDF Text Text Cambodian MAA Newsletter 125 Perry Stree t, Lowell , MA 01 852 Tel : (508) 454-4286, Fax: (508) 454- 1806 rnrn ei uitJ imruiu~'isJJrururnjtnirnju ... . . .ffSllltJistroJff~rut'!&tmTitf?btJjt'lru 1.. r, fh 18: trt\ [Ufi 81:l Lry HLUTiJl [8 fiHfl ti H!§I LUITl Lry tl qJ!f cu ,, LCHf\ll tl Utl ys !§I dl tl U] Ti wum fi 07 8rni1g \l WJB rig [l 8ru ,, !HCUHfiri W7 CUlH~I\lJHU tum}s gm}u {Ul tuHl smrrn mun fo CUHl s d7Hl d7§7 tl@f cug llil :\l1 tl qJ7 tu1BHrn1r W7 CU7 s 1 9- 8Ti!§tl 1 760 Merrimack Street, Lowell, Massachusetts (right in the Acre neigborhood) ~- SUll OHl BLUHlllil ~IJ, OOO(DriLTi fiJl, H78Ud78 8tl Ii tudl 8rnJ ri!Bl m fi Ti (1{17 cu a![j CUHl 8m tl 07 tu (Cafeteria with Kitchen) 81:lfi!§tlfiqjl (Gymnasium) '1 H7 8 0llil riit:l tu~ !f:l CUuriqjl 8 07 8 ct OqJ7 8 '1 m- cugllil :Lll6Lmtu1 fitud1s1H1s eJU §ird1~1nuJs fi\lltlHWHlB 0ct u§ir'1 HlB cttr §irrnJr; o1 mr tu1- ru tus tl 01 U§irLu9r•Jtli 1 '. Ci - O d,j t O 1 'it o 0 ct om B~ Ofl (L ~8~0J1Wnuty\lU)HlITTrn71:l 07 ri!g1 ~CU) '1 WHl ti H!§IHl 8 nmtl mrru'l'H W7 CU7 IU sm}s gm}urn: 11) ra Hjg wy cuuJ uri1 g dl HQf iHl.Q cuwn UWUl tiH~!§I\lltl ~CUl81 9Lry tl qJ!f CUl8 : '1 dl tl9 0~Ti§ tl Hfi {Ul tu!f:l CU WHl ti H!§I! tutl ,, ~ri!Blt ru~f Perry Street '1 9Ti!§tlITTWl8!HBLfiH!ri!81lJltu ,, ti wm ti H~t'8r LfiJCUQl:l fi!t:l Hill tl n1 srt:l tu~ Lrytl qmoJ7 07 tutl1 tu mrrg8mnrrniHTi 07 8I\Utu'1 Assistant City Manager David Tri;ts!, left, ·along with Samkhann Kheoun, executive director of Cambodian Mutual Assistance Association, center, and real estate agent Ken Harl<ins inspected the group's prospective nf':-11 home site on Merri~~~,t(~J.. Cambodian group tours potential new home LOWELl, - Leaders or the Cambodi•n Mutual Assista11ceAssociation and about 60 or the people it helps toun..~ I.he assoc:iation 11 prospective new home ycst.e.rduy. Samkhann Kheoun, t he assocation'g execu• tivc director, joined AssistaJJt City M,mogcr Dovid Trictsch nnd real est-nt.c ascnt l{enueth Har kins a t the former St. J OSt!ph's High School. The group walked through the bu ild• ing's four floors and C.."<8mintd lht! classrooms. The <J1'{AA wants to move to the bu.i ldln,g in nmi Ii fir 1i mid..January. Kheoun an.id his grou p will h8ve to raiae $500,000. The CMAA wo11ld double it. &pace for cultural education, EngWh classes, job training and social events. The group is now hou&ed on Fletcher Street. "It is really symbolic," Khcoun said. "We're i;oing to bo more visible to the comm\lnity than we arc r ight now. It · ill be ncccssibl.o to pub.lie w tron&portntion. On top of that, we will have more spnce to do the community cducnlion progrnm s." Lowell Sun, April 27, 1995 G - USlffil5SU11JU~R5'!'tmritf?biJj'IR5l • �A ff ~ f ffll lifl t;u Wili!lilUlb ''°~'' SAFEWAY Insurance MARIA L. CRUZ Assistant Manager LUCY E. CRUZ Secretary KANNARA LOEU Broker & Manager A ~ ff f ffll liflt;u Wili!lilUlb ''°1?!'1 ROUKHAIEM Coordinator CHHENG K. EA Treasurer • rnr tm ru rut tub~ m8ci 8cil titgHfsl m mm WO~ L~ f rnH uWHUl nBtlff ri L'~ ihi un rum fs rn rii t Wl nB° nil ti yrn rm 8111 ur il rn ~ H wr ru: 01 il ct u1 n§ il 1rn ttli ru, I • Our office is located near the Battambang Market. 555 MERRIMACK STREET, LOWELL, MA 01852 TEL: (SOB) 970-5567, 970-2442, 458-7681 FAX: 9508) 441-1611 2 �ntu ur:m rutl1il11fon§il ants: §mBli fir Bl ms ang ru§ suii firmn trt§ILuaimilff.fttru, i ms§m fir msg ULt1: fir~t§I HWtruin truinutr Bil iinnLAY"I Bil mW"JtlltLO B ntfl rugi um sg ru~ B Bl Biln~ il gru~ B anutr fir~ Eft§Itt.Uil rin il firngnu]il an, §018 fir§ Bl tQ urgil ttn urR OlBttj B'~fLtitlltLOBn Ltl: fir~ HfiftrulnBiln ruJHl.flHn81 ilHWHn uq;p fir~ EfBilHntfirOnL~tm1 IUWfirUl naa't§ItBimilvttrutB:, ~ Rm B§ mfirOl sg UH~ firJtlltLOB Bl nm] n ([j rum BEfB wmf Billl§: B~tl~ wqil mrs nsg ur rnurnJTI:Lfiil Uffl (Ufir~ Eft§Itt.Uil fir~lgts:for, ffn87iltB:~ 01801 ur~ Btl1iinn[nB cymw~ ~OglUOlB ~ lli£ilnlil nm rurunm ru niiantg:, tB: tll tUl~tgtm ur§infnm B8nonsnst§n2m1utr fir~ Efttuil'infntLO Btifiilttl am] n, JOltn ur ttu~ 87ilHW£il Rg ru LUff.fnt§n2m1u1r fir~ arin il firngmim Ef firEf~m tl ttjil"J§BcilU]iln rulgts:, u tBlf ~tttptB: ttuil 01 B man,m urm Bng1a tt!Jil"J UUfttl B-tqtBlI Bil~ BlOlt§Itt.Uil87ilHW1 ng1atB: ITT BtllH18 nng1a WnJlfuJtlHt§f, ng1anfi11 ~. ng1anw, Btlngrafo./lB11QillH1 urgruon1§m1uumarn fiilfBil fir~Ef1UW§B1 !LITT ii tBl: firt!l nt!t§Itt.Uil RITT B g1a tt!Jil mJ n ~ 81 UlHul' ~ 0 tllt ti ffJf tB: m n EfLUriJl Bil q~ run firt!l rrnt§r"'ttuil n~ il u ttj uorng mmmrvurwn Utll HllfHlUJ rufirUlttaa't§ftBlLUaifimilff.ft!rutB:, mmrfo rufirm tiEft§fn~ilrnotl8 m!Bl: ntllHfiti H~18JHUUfU1jBgU1ju (Fonner St. Joseph' s High School) ([j ru~ntBitru?o 760 Merrimack, fiI1 ruittjBtB:giutl1ngw~mw Archdiocese - the Regional Bishop of Merrimack Valley 1 LnH Archdiocese tB:msmm1t1m]n"JtBlriilLriilffJtf rutB:fo1 ttn urm 018 runmitm uru~ mrn~ firJa as101 urnmittj uotLULOl wmim atfirofiL~tmuuwm, 1siqil1s1: firm naf§rttuil Rm Bmnm nJ~ , 1 II I ll I I wn It It . 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Qnun PROFESSIONALS l?,Ittl rucgmrl8im !:fLn riJtlBl Bl IBI si:n NJ7 rtyCNAW, 8wjtit?,I Ln !:f8ltltl Btlln tl18 m]ti n Bmrm LB tl ruiim tlmrru'l'18:tl7CLO B !:fl 1 eili.Jfl8: ttutln ~tlcg mrtll !JtuQn ARCHITECT ca EUCH1 turn cg mr NnJ7 iiB tiJgmi Btl mfi titgg wq rua1 tlfl.Jl tufo ructutl8tl tun mi cg a, fi!Iltl~rru'l'mi ~d §tunH~ mrB7 Bl Btl NU~I Ntl B8ltlHW1 Ctutl wtjjt:rtll Ctutl8tlH70g rumicBio nc§tlP, 18: Qtltn ruSm U']37tltf318: ti LUCU7 rua1 mnn ~1 rurn t:rnn ~7 CLm tui H7 LNtuCUl ~18: Ctutl§ '1J!:fHC17fB7f tl ruutl YB !?,Ittutl8ltlHWCH7 tuLtll Utll nn!:fl B Btl '1J!:flfltjjQJ utlyBc?,rg tu~ [U07Cllil urucciJtl'l cat:rj CH7 tuCtutl§SltlHrtrlI] uom Jfotl cg CH7 tuN!:fLN;mim !:flrtr(lfiwrmr 8ntitB N~!:f!?,I Ctutl'11 v di J Ci) - , J 0 I cm tu cuD B-'1137 Ei, B1trrn LU ii UAtB wrn ti t:rc?,ILUITT L~llli.Jcf ru V IF YOU'RE LOOKING TO BUY A CAR CALL MASSBANK 458-3400 - Q Member FDIC/DIF l'"t)Tl'\' 4 �Space Radar to Study Khmer Temples at Angkor ARCHEOLOGISTS, who make a practice of densifying exotic cultures of the long ago, had their hands full here last week comprehending a very modern one that could be a valuable ally in their investigation of the distant past At first, it was one of those awkward encounters between two cultures - not across the wide gulf between science and the humanities, as elucidated by the scientistwriter C.P. Snow in the I 960s, but between two quite different sciences: archeology and the technology ofremote sensing from space. After two days of deciphering each other' s arcane language, the archeologists managed to recogni ze how theirneeds could be met in part by the new technology's capabilities. The result was a plan for using space radar to advance the study of one of th e world ' s most magnificent archeological sites, the Khmer temples of Angkor in the remote jungle of northern Cambodia. The archeolo gists hope that a detailed ana lysis of radar pictures, taken of th e Angkor region by an American space sh uttle last October, will open th eir eyes to more ruins hidden in the jungle and will give them a better und erstandin g of the total environment that supported this sacred and admini strative capital of the Khmer civilizat ion from the 9th throu gh the 13th centuries. Man y of th e pal aces, temples, moats and waterworks were constructed at the time Europe was building its great cathedrals. " I came here mildly curious, and a little skeptical, " said Dr. Elizabeth Moor, a University of London archeologi st who is directing excavations at Angkor. "Now I' m quite excited. This is a new methodology. We can develop new research goals and new ways of looking at the site." Scientist at the Jet Propulsion Laboratory in Pasaden a, Cal if. , where the imaging radar system was developed, came away from th eir encounter with archeologist with a greater awareness th at th eir technology has more potential uses, and eager users, than they had originally conceived. The primary purpose of th e experimental flights by th e National Aeronautics and Space Administration was to test the radar' s abi lity to monitor natural and human-induces environmental changes taking place on Earth. Dr. Diane L. Evans, chief scienti st of the radar project, promised to supply the archeologists with the raw data from which th e radar images were produced and adv ise them on how to filter and ana lyze the data to extract information not immediately obvious in the pictures. If a proposal for another shuttle flight with the radar is approved, she said, the needs of archeologists working at many places around the world would be carefully considered. Until now, the application of space imaging radar to archeology has been an afterthought. "There has been sort of a language and idea barrier between the radar people and their users," said Dr. Pamela Logan, science director of the China Exploration and Research Society in Altadena, Calif., which will be using the technology to search for ruins along the legendary Silk Road in the desert of northwestern China. The meeting, held at Princeton University, was the first formal attempt to bridge the gap between these two sciences. It was organized by the World Monuments Fund in New York City, which specializes in the conservation of architectural monuments, and the Roy al Angkor Foundation of Budapest, which conducts research at the Cambodian site. The J. M. Kaplan Fund, a New York philanthropy, supported the meeting as part of its new effo rts of encourage the application of new technologies to archeo logy. Interest in exploring the ruins of Angkor, covering 125 square miles, has increased after an interruption of two decades caused by warfare and civil strife. Some of the temples of brick, sandstone and limestone have fallen into disrepair, some being overgrown by jungle vines. Looting has occurred, and gunfire can still be heard in the hinterlands. The danger of land mines makes large areas inaccessible. Archeologists suspect that these areas contain evidence of settlements where the builders of the temples lives and also clues to prehi storic occupation, perhaps go ing back to 5000 B.C. More than 60 prehistoric mounds have already been identified, and villagers often dig up stone tools, but few of the mounds have been scientifically excavated. The centerpiece of the conference was the blowup of a color picture, which NASA scientists had just processed from radar data gathered in a shuttle pass over Southeast Asia. Targeting Angko r had been a last minute addition to the mission, after an official of the World Monuments Fu nd read a newspaper account and sent an urgent req uest to NASA. Huddling around the picture, arch eo logists saw all th e old fami li ar places. There was the principal temple complex, Angkor Wat, as a large green rectangle. It was surrounded by a moat in strai ght black lines. Dr. Moore pointed to Preah Ko, a cluster of ninth-century palaces 5 that to her "contai ns evidence of th e moment of change with the introduction of Indian culture" by the Khmer kings. Dark rectangles denoted the large reservoirs that some archeologists think were reflecting pools to accentuate the temple splendors, as well as sources of water for the people and for rice cultivation. A landscape architect could make out the courses of ancient rivers, now dry, and other geological features that could be important in understandin g regional development. "Angkor is all about water," said John H. Stuffs, program directorofthe World Monuments Fund. " It seems to be of paramount importance to understand the old hydrological systems, if they are to be properly restored. Water in th e old moats separated the outer world from those sacred precincts. And waterways were probably necessary to bring in the limestone for construction." Some of the archeologists came to the meeting with unrealistic expectation. No, Dr. Evans said, the radar could not directl y expose the presence of buried temple ruins. In deserts, the microwave signals can penetrate th e arid sand to depths of 15 feet, which has revealed ancient ri verbeds and apparent art ifacts in the Egyptian desert. But radar does not penetrate moist so ils, although surface textures and variations in vegetation record ed in the images could provide clue to where something is buried, especially if the images are analyzed in conjunction with aeri al or space remote-sensing surveys in visible and infrared light The space imaging radar system, tested on two shuttle missions last year, transmits pulses of mi crowave energy in three different wavelengths toward Earth and measures the strength and time delay of th e energy that is scattered back to the antenna. The returning signals can be read in ways to sho w th e shape and nature of the surface. A composite of the data is used to produce photograph-like images of the terrain and structures on it. By JOHN NOBLE WILFORD Princeton, New Jersey �rnr W7 nJWIWll~t810!:f3 fi!§ll WfiUlli)fO w~ nfollLm WlO CJil ti5~1 ~riti~tiriLCl rurionli c) " I!Wl CU~l mro §rnr (fi N qllm81u11U§lWLW LUf~(filLUl?,rtWlll9 INSURANCE AGENCY, INC. Auto - Cycle (508) 454-0402 426 Chelmsford Street Lowell, MA 01851 2! U§lWLWQLCtlllJlll onli~1~Mu1utillLWN U~l Q)J un ll f!Jri ti 1~1: ~ w1utrl:fl 8trlQl:d wrnui: 1 w6Lm wi1H11] un u1fo u WlllLffiW111~f\JH8tjJ cnw: U§l WLW'lffi uruo nJi '1Jlltl NCUJ yn n.nt?,n WtiftiJStlUflU0§8 t1 lUU] nLffi uw1g fo Lffi IJ8I W!WIJ8 u] ll t.gI!Ul rg, fi7 rut~O l?,m aLf 1 t18s!;fwgwnwill J Util Of ICUO fiJl ti O n \fl ~ 0!:fl 8ti C1f til !l !Wll IWQ) ell ri truLm ~ nCl{:11 run !lo B!J s rurrdls fitl WHtf[Uf-11 "I 1ru1g drai ll gi llJ Util 0 fiJifiJl tim 81 B ufr u JOHN J. 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This requires not only a vast knowledge, but vision and imagination to move forward in the making of a culture. Therefore, if we believe ourselves to be leaders, and regardless of whatever field our experti se belongs to, or whatever political tendency we may associate with, we must center our energies on the reconstruction of this broken cu ltu ral center, and on the formation of a "modern" Khmer culture. We will be best served by opening ou rselves up to learn culture from a WORLD VI EW, and certainly we must understand fully the cu ltural activities of our immediate neighbors. Otherwise, we will continually run the risk of getting caught in the trap of " cu ltural coloni zation" over and over again. Khmer culture has flourished and receded many times throughout her history. This fluctuation in prosperity and in government has helped to bring about a series of changes within the culture over the centuries. In add ition, different ethnic gro ups have become influential at different times and there has been a broad scope of interaction with the peoples of other nations. Cultural richness is a kind of measurement of the happiness and harmony of a people. Each time it is lost, there is a national need to rebuild it. The people begin to restore, to preserve and to recollect the past, and moreover, they begin to develop a " new" tradition . This was seen to occur after the decline of the glorious Angkor Wat period . The outpouring of creative energy which came forth at this time is often referred to as a "rebirth" of the culture. In order to create a " modern" culture, we must first modernize the minds of our people and educate our children to see beyond the boundaries of the Khmer nation. After all, boundaries are continually changi ng anyway . About 2,000 years ago, the people of Kauk Th loak, an area which was }pproximately in the southwestern part of Cambodia, l:lecame a well-known cultural center which was in touch with other thriving cultures. The Chinese referred to this place as Fou Nan, and recorded its cultural diversity, invention and adv anced fa. cilities. Perhaps because of their seaport city of 0 Keo they were a center for commercial trade, _ and most importantly, a place where intercultural exchanges could take place. But, it should be pointed out that the people of Kauk Thloak or Fou Nan, had their own indigenous culture, and had a strong enough identity to counter-balance with the various commercial and cultural influences. Was this a " modern" culture which was begun by the people of Kauk Th loak? And what about the culture which thrived one thousand years later at Angkor? And more recently, did we really succeed in implementing intercultural elements in our curriculum structure in the study of world culture, after obtaining independence from the colonial French? Were we successful in our " open-door" mentality during the Democratic Kampuchea regime? And what happened to Buddhism during the reign of this regime? Were the people and our culture recognized properly at this time? The questions are essential to our healing as a nation, and necessary if we are to avert the repetition of the same miscalculations. We can now wonder what might have happened had we employed some Khmer futurologists, political scientists o r cultural leaders to foresee what has recently transpired in Eastern Europe. George Crumb, an eminent American composer, ~aid, " ... there are more people who see culture evo lvi g i~ ti.le: form of a spiral rather then in the form of an evo- ( · •. lution along a single line. " Well-known anthro- ll" polog ist May Ebihara, when addressing the issue of preserving "traditional" elements of Khmer culture at a conference in Washington, D.C. in 1985, stated : " One must also recognize that Khmer culture cannot be conceived of as someth ing frozen in amber like some fo ssil." And, when addressing the issue of Asian traditions at a conference in Hong Kong, composer/scholar Chou Wen-Chung said, " We must not think of it as quiescent water in a self-contained lake, whose immobile beauty inspires memories of the past and admiration for what has been created. No, let us see Asian esthetics as a flowing stream, which pushes forward irreversibly in constant response to an ever-changing environment and in eternal search for the future and in which the past lives in the present." Each time after the Khmer people have suffered some kind of cultural downfall , there has been a period when the people have exercised creativity and imagination to restore and to in vent new fo rms of tradition . Once again the Khmer people are beginning to interact with forei gn cultures, even before the nation is stabilized politically or economically. Khmer culture and education will now find new inspiration and energy from many sources both inside and outside its boundaries. We must develop a Khmer cu lture both withou t accepting everything from past traditions or abandoning it. The modern Khmer culture can be a tool to unify and harmonize a wou nded people, regardless of individual political tendencies, or past traumatic memories, just as it has happened throughout our stormy hi story. Once and for all , we must support a culture that belongs to our people and the future generations to come, at any cost. C ultural strength is something that all Khmer people are proud of, and something which has no boundaries in time, in economics, or in politics. Jfwe will be willing to stand on the other side of a " closed-door" mentality, we w ill succeed in developing a " modern" Khmer culture that includes everyone. For example, many of our vi llagers recogni ze and participate in the Khmer culture with much more sophi stication than many of our intellectuals, educators, arti sts o r politicians. We will successfully lead our own people on ly once we have succeeded in recognizing and in- However, we will have to go beyond the search for a thorough knowledge of the Khmer culture, and consequently the search for an " identity". Simply put, once one finds his or her identity, what is next? Our present position and attitude should include responsibility for the future generations and its culture. Again, we must direct ourselves toward the development of an educated Khmer people. This will be well worth o ur energies. How should this education take place? Cultivating the knowledge and interest in Khmer culture does not require that reinventi on of what had been created in the past. On the contrary, much of the effort ------------------8 �would go toward creating within mediums wh ich exist in the current and interacting with cultural elements which include the rest of the world . A modern Khmer culture wi ll be a part of a global vi llage, regardless of ideological pluralism. It will be important to strive for a curricu lum that is neither Khmer-centric, Euro-centric, America-centric, and so on. The implementation of the arts, religion and humanities should be a strong part of the curriculum, whi ch together with the sciences and technology can propel the Khmer nation into a truly " modern" culture relatively soon . There must be a balance between cultural education and knowledge and techno logical expertise. This will provide the youth ofour nation with a peaceful co nn ection to the rest of the world, and a basis on which individual economic strength can build. If a nation is strong on ly from a military or economic point of view, erosion wi ll eventuall y take places, as has been seen on this peninsula, and in other parts of the wor ld . The culture is a human invention which nurtures and feeds our people on both physical levels as well as spiritual ones. A nation which can sustain a state of prolonged unity through its cul ture, and not through a set of imported ideologies, will survive many changes and traumas we ll . If leaders insist on ignoring their nation ' s cu lture and the cu ltures of the world, they wi ll not succeed in obtaining the cooperation and support of their people. It is our cu ltural hi sto ry which defi nes us, which makes us timeless and which makes all people a world fami ly. The Khmer peop le have a strong need to find brotherhood and sisterhood with their own people and others around them once agai n. Making a com mitment to education in the arts and humanities will help to remind us all how much beauty and harmony exists w ithin us. At the turn of this century, the great French scu lptor, Auguste Rodin saw a performance by the Royal Khmer dance troupe when it visited France. He was deeply moved by the performance and said: "The Cambodians have given us everything that the past holds; their own past whi ch is equal to our own. We have li ved three days out of three thousand years ago. It is impossible to see human nature brought to such perfection. It was so only amo ng they and the Greeks." By Chinary Ung, D.M.A . Professor of Music, Arizona State University m1b S.T.P. .. - -- .. . gMqnIBllfJffl , liBfil , VCR , BIJ ' ' l(!ijliWlff liLllBliLffU&B Ulltl s.T.P. ttutl§87f:HuAstlgwyrumq]m, t'fom, vcR , stl tUi]tltHq}uL~BuLfiUw81 u " " rwtl rg mr g wy rur Ul wm s u~Hwt rui fitifi rn51 wtm tl 41~1~ 1 t wtl mm qruim ncy s tl ij ~ ru~ ww rntl mrg wy ru1 tU(rul fi -(ru7 fiLWrn f mr g wy rum qjfil, tf 8 ITT, VCR, !IiLfi]tltHq}uwsuHlJtl"l '1JH~HtJ~Hfitlli8 (508) 970-5558 1 d 1 J d , o d , d d o. o ..J" 1 WHHifillil! 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ENO, JR. SANDRA M. BOULAY WILLIAM F. MARTIN, JR. Tel : 508-452-8902 ._ 055ct 811l 1f818: 1 rniqll ft! Bmr Bt'tll a~ ru~ CU1 urruwma ATTORNEY- AT-LAW LOWELL, MA 'J mr tu1 ruurH~mm~ firJaHmnll Bil OUfirDLriUBl rnn~1 yi mi cm ru tu ttHilr 134 MIDDLE d J MUHl tfllIBll IOriQ BlfJl lliijrilgmrm Hf ur:mtitOlltBmH ENO, BOULAY & MARTIN Fax: 508-453-2585 10 �~ ""' • ti OfiUlBUBtlJllnlllBHl!flLUlihfB IBll~CtfLT1 Gl9@ fa~curn L~HLO§Clftntgnuirmr11m8 ~ cuucn1 n ll UJCULn HICUOJl IJ!f1 lLUlf CU!(DI1 [Clf(l Ql~IIUW 8 LO§ Clftil ~ t11l{ll uq nfo ru~ CU§ fmr nil foll Qll3 8!Jlli"l Clf~ t\ 1ruel 8m] cu~ 81 tBiqll LUrnr~: fl gBgr Cl1 ll cum forum 8 H~ Hn ci fa 88118118] n1 - , O d 1 Komar Day Care Center Cambodian New Year Celebration April, 1995 di fit lJfl tl OJl U O"H:fHHl Hi t 0. Cl 8m] Clf~ 8UtJUOJl ufo [U88 !H8 Cllel Bell rim rnrnnlll HBmoa~ruL;riuC1J11ocu!i§urcu1L~1: (SSI) - Cl1n~{Hl~n'r Lmri uC1J1101m UJLUCl1 a B ruHBffi 019 mr mB citLm: mwan, §1 ri fo y:nmn 1runcrullrnmBrugC1J1:mLumrn • - {if1~LClntmBBIUJ1 mur, ClBm]cu~B cmurBllelB Hl~lLUlf WfHflruH~w1n1m UJIWIBlClfUlI S H8H~w1n1m UJ umB LrillJUl8lfQ) rninllnqJM Ql 1runs0ruwrn 1 'i: 't - {inomll1clllmwrnmoJ1urnirnruuyuJ§. u Y:LUn§ d ca. J di J 1 1 c~ =""~ TRAN AUTO REPAIR & AUTO BODY 202 Chelmsford Street, Lowell, MA (0!/1 Ul\1UlnllJ!l!Lnii ~I Lowell Co nn ec1o r (508) 458-4775 . CV1JUJnr10m n11J~I Plain S1ree1) - I aa I (508) 453 -8621 1fnn0~rumriNin, rl :ooOin uni 9• :oowti IJlB NlfL"'~1tim oemg s d1u1nn1 w 1fnn1gn11gNqru, rl:ooOin ctni cr:oory10 0~ru1JNl!JlBLnti mru r--------------------------------------~ filfi lLUh Rh l!I fiLUh lLUh IJUI D1fi i\\\\cu 0 ~ » e,f\~ :',f\ t;':,\~ .. \~'\~ ~ ~\ ~ , ' $ 9 •95 1 m,-,1in,,-1-.~ 1 0111:hani;c ,cr ffi89~rur111 ii1inJttJ1 B mtlUtli)G llllWrlllfilllt;! - ijllLUh Mobil Oil gtlni cro1n - VtJ(llQi~fn~B - 1g1nNtl'n1dlfn~BLnd1ri - ijlnLIJhlLUh - fisru1iiruLUJih, IBJmB, Sh unt\iin - OlMUlnlJ)8nl!JlBB1Bl CVH2Jtiin tJn mrim nJn1111\ gud1 ~B! sn-0 UQ!J 11wtii11 til!Jl B 11w, UQ!l HBlfl 01Liirii11 Ul!JlB ii Y:l!JlB mruigng11jjw, 11)111!: 111.IJl : 1i tHl1.IJl : 1a w§ Qll3 ru;iu Ull myi: ' - ----------------------- ~-------------------------------- ------· lflNUJ~lB ' - - - - - - - - - - - - - - - - - - - - - gil!JlB Sh vforul!JlB ' - - - - - - - - - - - - - - - - - - lr\!31!f1B • - - - - - - - - - - - - - - - - - - - - - 11 �0 Cultural Aspects of f\! 8 fHUll tlJ: ... ... Doing Business ff H51 CoUTJi'JSli56fZDL~ff with Cambodians • • .i:=tlo • tilR.fM1RfBfiM1Rf by Mark G. Friedman, Instructor, Franklin Pierce College 9. drB111YM d1rifr:rn(Jfl [ti d7 rf [f/ll I AffJlfJ[ti ti! 5pa/J11[1111 .v l MrMl:§ Bm tJ .v The market econo my model that has been adopted throughout much of Southeast Asia promises a better future for Cambodia too. Recently, the Wall Street Journal reported a $25.2 million joint venture between Dutch brewer Heineken, Singapore' s Fraser & Neave, and Cambodian di stributor Progress Import & Export. Econom icall y undeveloped Cambodia, blessed by unbelievabl y fertile soi l and abundant mineral resources, has its greatest wealth in a population eager to moderni ze. As area business people pursue ground floor opportunities in Cambodia, it's important to keep a few cu ltural points in mind. flf7 fj mia ., Cl /rJ. ItlfilBfflB[flflrf rgl(MjflfllJ 07 [f " 5pa1irdmrf BIJf7fJD7IY [D7y7§1ff ty1irmird1t7_q I_, 0 fiff!E178/i!f 'I di m. !i!fl87: tid7 /j ,., fftlf7 ti /jn Ydl f87'B!i f87'iJ7 ~ I In Ca mbodi a, as in al l of Asia, you must constantly strive to preserve face. In no way should you ever embarrass or make a Cambod ia feel small. By always showing respect you can reduce your ex posure to the personal conflict and grudges that are the fa llout from causing someone to lose face. m nJw{j Ellti/Ii £fl AffBl!,tif!i fti l/. §BdnmtJ EfBf llWW!iff ltf flfl!flti l[aBfil ""' dc:9 'I ' u{i Ii8 Ii {/J/7 flJ [Ji} [J8iJ {81 {j Ef/[JIJ l!ijl B!iarnl~fl.f H u .v {J)l ff[[JTflf[,fl 8 Trust is key and Cambod ians greatly favor establishing business relations with people they know. The Lowell, Massachusetts area, home to approximate ly 20,000 Eng lish speaking Cambodians, thus provides area businesspeo ple with a competitive advantages over businesspeople from other countri es. Draw on thi s business oriented community for introductions and business information on Cambodia. " {/jjf!Hu!iff! 1 [flff{/J/7:i!i!I (11 ri/11 [17 irnff ft/7(Jff/jl1fl.ff/llff ti. d7ll(qlf7 [ff (ff lflltifl711 fJf7 (Jff[ril (ff liff!lfl7Bl8J1W u !Jg1ir1tJrBT 'I There is less separation of business and personal life for Cambodians. One of the implications of this is that it is to your advantage to become in vo lved with the whole family not just the person you are doing business with. Remember to treat older members of the fami ly and, older people in general, with great respect. eJ. flff)I[!§BffltJ ifD7Ii /J{i {/J/7 tJ rtm:§BfJ!lll§l' nlJ {[lj/j8 rm' u ltillrzirfli .v ffJ7'M7EfBju .v rffrn1rrJBfJJ[ti 1 In Cambodian culture, looking someone straight in the eye conveys no positive message, as in the U.S. , of sincerity. The norm is for less intense eye contact. Since for Cambodians, time is more relaxed, less importance is attached to punctuality and schedules. Meetings end when business matters have been taken care of, not when the clock says it's time to go. ltif!i m {[!JBm!JB fBfflAf§:rrz¢jB nlJrmupfi ffli{/J/717FfJ7 8 rt. fBBllfjfi 0 {lj{!{87: {flfl ti I ftilJfBiffifj: 'I do Keep yo ur voice soft. Like the C hin ese, Cambodians do not value loud and aggressive behavior. If the language barrier necessitates repeating yourself, don ' t rai se your voice the second time around. Patiently repeat or paraphrase what yo u just said. £fl tJrclfWf(j u{jlfJ li7 flfl Hl !illJ fl 8/if!BfiJ: rJ ffiffjLJa!i[tif!i If. f!Bf{j(jfflll: {flf/j{tf fl.ffl: o d t,JrflJIi f flJI I /, I d o 'I Btl§llllUJ! Workin g with in Cambodian cultural values that differ from U.S. norms wi ll provide businesspeople with a true measure of their international business skills. At the same time, there are many shared values, including the premium Cambodians place on achievement and independence. Being educated, and, achieving business success is hi ghl y valued. ; ~,~ ~~1~ fi run t1J3lb trutB ~ l~ f mBO UJt.)l 8tru31j! cuqn filJLUq.Jb ri tl..fll t1J Bl 1i ti 4 tl..flJ g ru Ql t~ 1 &it '1 HUH~ g 0 &&rt '1 w If yo u make the effort to learn a few simple Cambod ians phrases, your courage will be amply rewarded. This action will help break the ice and estab li sh yo ur rel ation ship on the crucial basis of tru st and friendship. 12 �~ ~ t::¥ o t::; d ,:;J ii~§S~iij~~tG1§5jSi$G~~ Summer Youth Cultural Academy & Mentoring ·P rogram wm fi Htf!f Luoi L~tl q_rtrru mBtfifl H8 WJI nn ur~Hdn utHum mum m87 nJl 01 ru Btl Utl YB t~rni tlHW d7 ii niit107 rnir gittprn: fiJHl nHl~Ittutl 8tl Hl 8nyT U[Ltl] 8IUJG g ., ctfj rum B d1 mg, a ll m-QlfiUILilJSEi:JI-Olflfi Khmer Art Class Cultural Dance Class J o o J O J 0 u mLWtunn ~ rn: ~Hmm um _ 87 nJl 01 ruB tl utl ~8 t~rn1 tl q_r1 urrui1tfj rum 8 uruitl m 06~!8 rn1r UW§B grudJ 8 rniqt1 nyT5 wnJliUJGHrn: ~HHttji mtum1 U{:n BBi ~B rnitfj ru msmurn n~~ fj[U 0ctw Hnq:1uy,:gruu]8rniWH1fiHttFqt1mrumUj18: ttm:01 ~1nu]8B~llijH18fliti1 ~ln8itlHW8tl01U[~HU[Ltl]BrnitU8w fonAf:17 w0~~rt tl[Hltl &:oo fj[U[Hltl 00:moOin d11ut1nrutU[W1I BtltUmBtiJ1 ~HHttji ffi!.. 1ti1t1 §rnirtl oi uti trui nun stl WWJl ~ wwJ rn1 urtHtnrn n!.. I Cambodian Mutual Assistance Association 125 Perry Street, Lowell, MA O1852 ., ~p w~ mm (508) 454-4286 13 �ABOUT BUYING A HOME ... BayBank has loan officers who speak Russian , Spanish, Cam bodian, Portuguese and Vietnamese. BayBank said it is also working on making its automatic teller machines bilingual and will soon have Spanish on the screens. BancBoston Mortgaged Corp. said it has been actively recruiting bilingual loan officers and has on staff those who speak Spanish. Creole, Haitian, Cantonese, Portuguese and Polish, said Marian Sullivan, senior vice president ofresidential lending. It conducts seminars with interpreters and actively advertises those on foreign-language radio stations. It has materials on home buying in Spanish and Chinese. BancBoston said it has made its underwriting criteria more flexible in an effort to obtain more first-time buyers, and since immigrants are often first-time buyers, these guidelines benefit them , too. For example, it has changed qualifying ratios to 33 / 38, meaning a mortgage payment can be 33 percent of one ' s income and all debt can be 38 percent of income. It has also reduced the application fee to $125 from $350. Fleet Financial Group said its multilingual staff can speak Spanish, Chinese, Italian and Hatian. It offers home-buying seminars in churches statewide, realizing that many immigrants form roots in their new communities by identifying with their church , said Meg Pier, a Fleet spokeswoman. Massachusetts Affordable Housing Alliance. (278-9100.) This nonprofit, statewide coalition works to promote affordable housing and reaches immigrants through its homebuying workshops said Thomas Callahan, director of MAHA . Although they are offered only in English, and occasionally in Spanish, MAHA said it hopes to add more languages soon . Massachusetts Housing Finance Agency. (854-1020.) This nonprofit agency helps low- and moderate-income families obtain below-market-rate mortgages. Consumers are encouraged to attend a home-buying counseling course and upon completion, are eligible for below-market-rate mortgages, said Martha J. Vaananen, spokeswoman at MHFA. Call for updates course schedules. Simplifying Home Buying for Immigrants by Mary Sit, BOSTON GLOBE Staff Although foreign-born newcomers to America are becoming home owner's at a faster rate than US-born Latinos or blacks, barriers still exist for many who speak English as a second language . A recent study by the Harvard Joint Center for Housing Studies showed that immigrants between the ages of25 and 34 more than double their rate of home ownership- 54.9 percent owned homes in 1990, up from 24 .2 percent in 1980 .. Still , a recent national housing survey by the Federal National Mortgage Association (Fannie Mae) indicated that immigrants - more than native-born residents - feel the frustration of navigating through the confusing maze of house buying. Thirty-five percent of immigrants said " not knowing how to get started" was a barrier to home ownership, compared to 25 percent in the main sample ofrespondents. And immigrants were almost twice as likely to consider " discrimination or other social barriers" as deterrents to buying a house . The Clinton administration ' s nation housing strategy also acknowledges that language and cultural barriers can hinder home ownership. The US Department of lenders, mortgage insurers and home counseling agencies to increase home ownership . It has suggested that its counseling courses include information aimed at new immigrants, bilingual materials and diverse employees. Local lenders and nonprofit housing groups say they are beginning to recognize the importance ofreaching immigrants, a growing pool of potential home buyers. Here's an overview of what some are doing. Leaders. The Mortgage Bankers Association, which represents 2,600 members in real estate finance , said it is taking steps to encourage home ownership among minorities and immigrants . Its strategy includes: - Producing materials on cultural sensitivity and diversity training materials for mortgage lenders. - Promoting minority recruitment within the industry. - Encouraging the creation of minority-owned mortgage firms . - Distributing Spanish-language brochures on mortgage lending. - Working with HUD, Fannie Mae and Freddie Mac to make sure underwriting guidelines are more flexible and reflect cultural differences. BayBank Mortgage Corp. has produced home-buying brochures in six languages and conducts home-buying seminars every week during spring and fall selling seasons, said Roberta Sydney, senior vice president of BayBank Mortgage Corp. " We are very aware that these immigrant groups are growing in Massachusetts, and therefore are important groups to us . We ' ve covered the gamut in terms of the immigrant population that exist and are growing," said Sydney, adding Roboim 1,alok {c oconut shell danccl . (1lhmration by Yang Sun .) 14 �ff ffl lolifj H5TI t ':;f I riLtfbr1CU1HlJ I 3!f ri tfl 8~ ClJl Ullnlntin qnfobu]unu LUf~m'ig O!Clllri!fril:J:1W am 88 wtf 1arcuriLn~a l3l~N3LrilW mr\aarnna V I OILnl Wl87:if Ul§l Ntfl Nltf l91tfOICUlrlCV6 ILNO muf~r g1 wg a88 fnJr 06~1u1oi(D1 w, Lmrimw8ama mamnmati 0~. 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O~lltjClfiri I nlCUON~tf rr~gswtf 0. nmn8Ntf8 rrru1gmr I ~ffi8QCUUrlJ 11:l 1ij6 LUrui n, '11\Dl~Nlr\ LtiULtfltfllibg8 rncurnm~mnr "I 8~1aruiu.Ja 1QbQlbtf1~8 0 ri . !ti§ dl d8 m]w~ad1u~a ,, rniifmbmo I § rnurn1, ci{SLriS flCUIQU6fi~ I !fritf]Wltibfiri I 190. IC1CUl87:~8§ M grfi~1cyU11 ,, rnitr]a 1 gB, LNlliJnm Wl N \LJ tf!f nCllll ~tfjNl CUl n~ NLu1n ~NIL081Clrl1Lrl LtiH11llblf ,, I UbQLmg1 n1LH:mN1 gw§LtiULITT fUJ • HLCtfrll8: 881J1emt\il gwmwgwmJa urunrwgalijl8 m8IO U) !Cl CU Cllll '1 cl. tfl a!ti 8~ mJ a cv61~1HcyirJ I HnJI 88 IO: 190. 1LCll:l811QbIW'1 oimt\oimt\ myi:rnrmmt\ 07§ IHCUbl Wi IC:l7W8NI8W I I 00. ~ NOJl ULCtfri!!:l ficfiHrnNlii qnrnrmmu N\LJtftfng: o61ibnnffr HB QlIJ!f ri ww liltWlntmnmur 1wm101gmu I lfll 871~7 Cl t:lJl J • d rnHn mag Q!fntl!ll ~(l8~!t!CUIC\Jl:'1 mruinfim 19m. 1rJb§!fbg1w 88HlOUIWlW I CUllllbHltCUl: !OU!CUb !Cl CU!Lnl Wi C\JCUllb88HfiJ ~ClLCl: mBtLm: tfbl8:88lg7W gurn] nrn CU1Ln7 w, rnrmyi:m ~ tfn LCtf riHl min IUllN8l~fiJ lllltf8 !CUb!:l W I 18: rl1 rirun llJfo n.rollLnll qll1m n.ruru,llo6 ~Hun rl8m n1L08Lrl1 u~tij1fo n.r LU!ll NO Ui 07 m8 Q Ctf8 ~riWW~ri~Q fo~wrnirm llll~U]rb!I 1nn11lill iin•1qll N~Hl~I fo n.rn~lllnntllill rllll]lln 1111~1 nMl 11Jl8: 078 LClfrllti lNI IfiJtlClrlblLCl ,, "I LUllJllrll Ulrl.180 QllHU1119J1 nJWHl fill C\VINliJIBilHHuj N 81n 01 NIHl NI 1;1wm n.rnl~iict fa~rui !ji0i:i:c.1 ILdl!UiWbtlrii Nlff8 Nl8 I 15 �Komar Day Care Center ... LEGAL Issues ... The children, parents and staff enjoyed celebrating the Cambodian New Year with a delicious luncheon of Cambodian food . The parent participation was excellent and the children were pleased to have their parents vis it them at school. The involvement of parents is encouraged as part of the Center working with Department of Social Services. Presently the Summer Camp type program will go into effect. The chi ldren will be outside more so please read the following information so your chi ld can enjoy: I. Chi ld sho uld wear sneakers, they are less slippery and cover feet. 2. Wear hat and su nglasses to protect head and eyes from sun ' s direct rays. 3. Use sunscreen lotion to prevent sunburn. 4. Use insect repellent to protect chi ld from bug bites. 5. Drink lots of water to prevent dehydration Practice water safety - Chi ldren need to be supervised at the beach, pond or pool. Don ' t let chi ldren swim alone! If you have legal problems and cannot afford an attorney, Merrimack Valley Legal Services, Inc. may be ab le to help. We provide free legal representation for low income people who have problems with their landlord, with the Unemployment office, and with the school system. We also help people who have some types of consumer problems, problems getting or keeping custody of their chi ldren, who need a divorce, or who need protection from domestic violence. We do not handle any type of criminal matter. Although, we may not be able to help everyone who contacts us due to cutbacks in our federa l funding, we try to offer everyone at least some advice or a referral to someone who maybe able to help them. If you would like to see ifwe can help you with a problem, call us between 9 A.M. and 5 P.M. at 458-1465 , or come to our office at 35 John Street, #302 in Lowel l. (As of August I, our Khmer speaking receptionist wi ll be back from her maternity leave.) James Brestlauer, Merrimack Valley Legal Services, Inc. Kindergarten Registration - Please register your chi ld fo r public kindergarten if you have not already done so. PARENT INFORMATION CENTER 77 E. Merrimack Street, Lowell, MA OI 852 937-7674 or 9 37-8986 Komar Day Care Center is open year round , please send your child who is enroll ed. If he/she will be on vacation please cal l CMAA 454-4286. MARIO L. ESPINOSA AND LAWFORD INSURANCE AGENCY .0.. d tt t mnmWttrtilBUltrf fl Wish to invite you to visit us at ou r old Office located at 79 Middlesex Street, near T he Washington Savi ngs Bank. Mario L. Espinosa has 12 years of experience in all types of insurance serv ices . Our services include: AUTO, HOME, LIFE, HEAL TH, DISABILITY, RENTERS, CONDOMINIUMS, BOAT, RETIREMENT, MUTUAL FUNDS, BUSIN ESS AND NOTARY PUBLIC. I am sure you will remember Mario . He still goes to the Reg istry to get your plates fo r free. PHONE: 508 837-3332 FAX: 508 937-9468 508 937-3335 WE REPRESENT EIGHT!! DIFFERENT INSURANCE COMPANIES 16 �Here are some of the rights guaranteed fo r all people in the US : The ri ght to freedom of speech, religion and press; the ri ght to a peace ful march; the ri ght to a fair judgment in the cou rt of laws ; and the right to eq ual educati on. With these ri ghts guaranteed immi grants and legal residents still have fewer rights than th at of a citizens. The Lowe ll Cambod ian constituents are cu rrentl y lacki ng the voting power needed to demand changes fo r the improvement of the city government. We, as Cambodians, must help to increase the number of reo istered voters if we are to have an impact on local, state and federal govern~1ent at all. The research o f last election on Cambodian voter turnout was more th an disappointing . It is very sad for me to say but the road fo r us to make the Lowell city government a re fl ective of our Cambodian population seems long and bumpy. It 1 up to us to change that. And we must start now! s It is so ironic that we, as Cambodi ans, after having been denied the ri ght to vote or be a part of our government fo r more than two decades in Cambodia, that when we have the freedom to do so in this country, we still remain shy and distance ourselves from any government participations. Illegal and legal aliens are the targets of criticism of today's social problems. The recent anti-immigrant and anti-minority sentiments have stirred a lot of attention for all of us. The proposed bill s to cut or e liminate social programs for legal aliens in the US is very di sturbing for us and fo r our immigrant communities. Lowell is a Cambodi an community and it is also an immigrant community; therefo re, the new laws currently under debate do concern us. The Lowell Cambodi an community needs government programs to support our refugee and immigrant population . The cuts will certainl y make our people suffer more. There are certain things we can do to slow down or stop what government is doing now and maintain these programs and services for our community . THE IMPORTANCE OF CITI ZENSH IP Do yo u know and understand the ri ghts and privil eges of a US res ident or a c itizen? The Uni ted States Constituti on guarantees many ri ghts and privileges fo r all people from all different ethni c and nati onaliti es, so long as they are residi ng on US soil. There are certain ri ghts th at are guaranteed for immigrants and other legal res idents. The other special category of rights are reserved for citi zens of this country. It is very important th at we recognize these special ri ghts. Most of our fellow Southeast Asians, particularly Cambodi ans, arrived in thi s country under the status of immigrants or refugees. We ' ve departed from our homeland to escape war and political persecuti on. Each and everyone o f us trul y crav in g fo r freedom and democracy . When we settl ed in this country, we wanted the same thing as other groups of immigrants or Americans. We seek and want the oppo rtunity to achi eve the so-call ed " American Dream". In the US, Cambodians were scattered all over the states as part of their resettl ement plan in thi s new land . For a long peri od o f time, people lost contact with one another. Bi ological family members were living thousands of mil es apart from each oth er, neighbors and family friends from the camps were no longer able to see each other to chat or consult, and unaccompanied minors were placed wi th Ameri can families and being raised as Americans. Durin g thi s important time, many of us begin to recognize th at the Kluner identity is beg inning to slip away . Identity crisis started to surface. T o initi ate a sense of pride and unity, Cambod ians started to network with each other thro ughout the United States and many o fus moved closer to our friends and families . Many of us just wanted to be closer to other Cambodians. Like other ethnic minorities living in the US , our gravi tati on toward our Cambod ian compatriots was a natural and comfo rting phenomena . Whether in Long Beach, Cali fo rnia, Providence, Rhode Island or Lowell , Massachusetts, Cambod ian co mmunities were sprouting up in large numbers and remain ali ve and well today. . A recent US census indicates that the Lowell Cambodi an popul ation is a bit over 18,500, with an equal number of families mov ing in as those who are movin g out. The number of Cambodians are almost a quarter of the total L_ well popul ation. With our large numbers, we should be able to stop the o city government from usi ng us as doormat fo r their political agenda. We must get involved. Cambodi ans are peopl e with a proud and unique heritage . Our culture and language must be maintained and preserved but at the same time, we must be civicall y responsi bl e as a US res ident or citizen. In order for us to be able to fully participate in the main stream American soc iety, first we must take the respons ibility of becoming an American citizen. It does not matter much how many Cambodians are living in Lowell : 10,000, 20,000 or half a million. Neither does it really matter how loud we can scream or curse among ourselves for the lack of services or because we don ' t like the new laws being proposed by Co ngress or state leg islature. Without the ci tizenship and the voting power, one cannot demand changes from hi s/her own government. Bei ng a US citi zen means many things to many peopl e. Voting, however, 1 the most common facto r fo r people wanting to be an American citis zen. Other ri ghts of citizens are the ri ght to travel in foreign countries with the American passport and if anythin g happen to you, the US government is responsibl e to get you back. Sponsoring relatives from one's native country is a_nother ri ght of a c iti zen. Many Cambodi ans are interested in sponsoring the ir loved ones from Cambodia; without citi ze nship one cannot do that. C iti zens of this w untry are abl e to obtain a federal or state government job; illegal or legal altens cannot. But the most recognizable and awesome power of all guaranteed by the US Constitution fo r a citi zen is the power to cast his/ her vote during elections. This ri ght is the foundation of the term "government by the peopl e". Immi grants and other legal residents are granted with certain alienable ri~hts under the laws. These ri ghts and privileges are protected by the Bill of Ri ghts (the first 10 Amendments ) of the United States Constitutions so that people can live and work in harmony. The two categori es of res idents, immigrant and legal resident however, does permit to have a voice in the government. But thi s does not mean that they have the ri ght to vote. I. We have to become more active in our community- make ourse lves visib le to the general popul ation (white majority) whenever issues arise th at concern us and our community. 2. Become an American citizen- if yo u' re not yet a citizen, reg ister fo r a citi zenship class; or if your need to poli sh yo ur English ski ll s, sign up for English as a second language (ESL) classes at the CMAA or at the Adu lt Learning Center. 3. Reg ister to vote. This is the most important thing one of us can do fo r our community in times of drastic changes in governmental policy. To sum it up, each and everyone of us Cambodian-Ameri can must make every effo rt to go out and vote during election, local, state, or nati onal. To ass ist Cambodi ans in the Merrimack Valley to become an American citizen, the Cambodian-American Voter League (CA VL) si nce it was establi shed in 1990, in cooperation with the CMAA have been ab le to provide citizenship classes to assistant our fellow Cambodians to become citizens. We will continue to provide this needed services for man y years to co me. The Cambod ian-Ameri can Voter League consists of all volunteers members and Board of Directors. We believe that our community is the fou ndati on of our culture and heritage . Community activism is our strength toward the progress o f our peopl e. We truly would like to encourage Cambodi ans to become American citizens. Currently, we have citizenship classes being conducted at the CMAA on every Saturday from IO A. M. to 12 P.M. Our community needs Cambodians to be citizens. Please stop by and sign up fo r classes. We can make the city of Lowell a better place to work and live. by Chuck Sari, Cambodian-America11 Voter League (CA Vl ) 17 �busy this quarter. We have brought to you information we feel would help you in your lives. Kim Monh, who is associated with the Rape Crisis Services of Greater Lowell has held informative meetings and distributed literature to our trainees in the classroom. On May 25th, Pere Pen and an associate from Bay Bank held a classroom presentation on Basi c Banking for our trainees. The presentation was delivered both in Khmer and English. On May 11th, Chi v In organized a visit to Lowell High School for an instruction to the teachers and the school system for our trainees. Those who are parents found thi s meeting of great value. For more information about our programs please contact: Dorothy Lane, Program Manager or Heang Diep, Job Developer, Assisted Placement Program at 454-4286 .. ASSISTED PLACEMENT PROGRAM The Assisted Placement Program of the CMAA was put in place to give you the help and support yo u need to make a difference in your li ves. We, previously talked about Welfare Reform and each and everyo ne of us needing to become responsible for ourselves through employment. We, in Assisted Placement, are committed to prepare yo u and assist yo u in getting what is needed for you to be in control . We , have many components in our training programs, such as: Job Read iness, Skills Sharpening, supported Work, Job Placement and Follow-up. Trainees learn how to find a Job, to write a resume, the interview, what is expected of employees, safety awareness, benefits and the list goes on and on. We are ready to address questions during each and every session. We are ready to assist an employer when he has a problem needin g our help . (perhaps he needs help with translation). The Supported Work component of APP gives students a chance to gai n valuable on-the-job work experience. Supported Work is a paid on-the-job training program that leads to full -time employment in local area companies. Trainees in APP are offered jobs in the compani es where they do their paid work assignments as assemblers. Employers are pleased with supported work trainees as they are able to see that th e trainee is able to handle the job before actually becoming a permanent employee. We have in Assisted Placement, reached and exceeded our goals for the year. We have also expanded our outreach to empl oyers and will continue to market the CMAA and our programs. Not only to create new job opportunities for our people but also to create good will in our community. There have been many changes in our staffing this past year Management of the program went from Elma to Nancy and then to Dorothy. APP has been very GEARY QC, Q n~iarqitnmum ... tfi !f ri url WfiJl tSHjme Bm nJ7 Htl !!j W!J:19? tfi !f rim 8~ tHll!f ri u6ms1i;urnsu"tn GED g:rn? tU!friH1Bt~1m:y:rhns~smur n01!-tc.Jtc.J d' HfiHl ur, rur; tlfi EJ'Ja U~ tl' fi 1-11 t1H8lf IU!fi ll m U '1 ..,. Cl ~• ..... ms 1 wn r.::i ~Ermtfi mq: trryi: ri qJitB: wn UI ~ ittp tui lli!friWi msm ~ tu tHru~st:lll tuituH181rllli§Hfi~8n~: !91Wlru1Bllnnflru1 rni~:1mt:lll'1 ~8'SlNSll811l !I Bfifi !81WEflfi8'!§1'1 a & GEARY cA~-at-Paw fiurmdimunnl EUGENE R. GEARY 463 MERRIMACK STREET (1958-1987) WILLIAM C. GEARY LOWELL, MASSACHUSETTS 01854 MICHAEL Q. GEARY (5 08) 458-8786 (5 08) 452-2102 CATHERINE M. GEARY ol ol ttutlt:fl 8 t n10t!tn11H8 WJ c::.. ' J 0 • 8 tl ~ ruw 2 cutg ft37 tl uJl u 37 tl tun~ ~7 fi 31 tl uJl o 8 tl u~ tii ~ ., • ~ 37 tl t u ft t ft n H Hi ft I _, ., ol 37 tl t LITT ~ ~7 ft ft t § tl t g ft7 I 37 tl ~~ tutHJtl ., d 37 tl fi U7 tl ITT 1rul ~ ~ tutHJtl tutl ruftH I " 18 37 tl n11 Qf ft H " c::.. 37 tl mft u ru11 o nITT s t ., 0 t �CONGRATULATIONS TO THE CLASS OF 1995! We are proud of YOU! Nideth Heng Ry, Neng Sophea, In Lang, Khil Sourn, Kong Chanly, Koy Kim, Kroung Pharann, Long Yuth, Maph Monireath, Meas Sophornrith, Mok Phors, Mom Savathay, My Samsokha, Neang Koeun, Nhan Phechara, Nop Kiry, No. Sam, Ch LQWELLHIGH SCHOQL Bo, Samborn Chann, Nheath Chhoeung, Trav Duong, Vanny Keo, Chea Mann, Chanreunn Pie, Pileak Roun, Yeth Sen, Chea Sinn, Samoeun Sok, Kim Uy, Touch Vong, Chanthy Yi, Sothy Hak, Long Huon, Bunthan Khim, Chamnith Khim, Ean Ly, Houch Nol , Sokun Sam, Pissey Sav, Phom Sek, Theara Sour, Khon Touch, Chea Vin, Mon Chap, Ponn Pet, Kdep Ren, Non Sao, Phollin Seng, Phon Soeurn, Sophin Tounn, Sopheak Youk, Soma Young, Deana Chhor, Kong Keo, Khon Kim, Phath Kim, Diep Kieng, Bunthoeun Kieng, Seng Koch, Alysia Noy, Saroeuth Sar, Phoeuth Soy, Hoeurn Suon, Kosa! Taing, Ly Van, Kha Vann, Srey Chhouy, Chhouk Do, Oat Lam, Nhung Lout, Lak Ly, Boun Kimpoch Ke Sophak Keo Samnang Kem Phana Lim Saroeun Mao Bophoeun Meth Vicheth Moul Danny Ouch Kamsoth Pet Vanthy Phorng Vannak Pol Bobby Rathsombath Savann Youk Dr. WANG MIDDLE SCHQQL Phen H. Chhor Sokunthy Chun Samphas Chuon Savy Deap Chhoeun Dem Chanthy Dul Sophannara Eang Kimsrieng Huoth Chantha Im jJune Kao Vichtcha Kong Rith Lan Chansophea Moeun Chansopheap Moeun Bunthy Pal Champa Pang Nath Phann Narith D. Ros Vanna Sann Sorn Sin Samoeun Soeun Sem Sok Thida Soun Somaly Suon Kanika Suy Somaly Sam Thong Theary Tuoth BUTLER MIDDLE SCHQQL Sorn Sony, Samath, Uth Kimsoeuth, Veth Sok, Youn Chamroeun, Yan. •\ Ii,· ~,; . d.:."l EDITH ~QURSE RQGEBSSCHQQL Kea, Ban Likhoeum, Bun Davan, Chap Prak Sokheang So Seuth Sok Rhoda Sok Thida Sroy Kimly Seam Borin Suong Sreymon Touch Thoen Uong Pheary Yang Samnang Yem Chakriya Yem Rina DALE}: MIDDLE SCHQQL Cheth Kmao Chhuon Chantha Dul Chandy Bo Sokha Chhim Sopha Kem Sunly Khin Philipina Khun Sokunthea Houth Moulmany Kha Keo Brian Khom Khoun Kong Thoeun Kouy Deth Long Sakeo Loeung Somoeun Man Sarauy KeakMolany Nhem Davith Phauk Phaly Phoeun Vy Soeurn Sopheak Song Serey Rat Thok Thy Yoeun Sok Ou Navy Soun Sopiline Tang Hoeun K Thoeung Phiar Vong Anny BARTLETT MIDDLE SCHQQL Savann Chan Chau VeasnaChea Sophon Chheak Savuth Chhey Phyrom Chhom Sak Doung Sokun Heng 19 Rath Taing Sang Thach Sarun Yorn Saruthay Yin Sokra Sek Sart Sok Malinda Soung Chan Tim Savin Tith RQBINSQN MIDDLE SCHQQL Chhouy, Bunroeun Duong, Chanda Ek, Sokha Moeun, San Nhem, Phirak Pauo, Sophort Sak, Sit Som, Lyda Tak, Saroeun Vieng, Chanta Voeuth, Soveta Sokthea Bou Thyda Bun Kim Chan Nhoeum Chann Andrew Chao Samneang Chheng Savouth Dou Pichchinda Duong Sophavy Eath Setha Heang Sarom Hem Sophorn Keat Kannary Keo Rathana Keo Rady Lun Loeut Loum Sopha Mao Chainda Meas Sophonn Meas Syn Muon Vicheth Ngeth Savonn Pang Saroeuth Pen Vanna Phauk Lean H. Pich Piphup Pot Sarin Roeun Nen Ros Sokheoun Sam Pannha San �Rel Sin Phal Sok Roeun Sok San Phalla Sok Samnang Sor Endi sima Tep Sela Tim Channa Tounn Rathana Uong Sokh a Uy Yorn Uy Sinell Vann Daroth Yann Chanthan Yi CONG RA TU LATJON, I'M PROUD OF YOU! Sokha Khear Arl ene Cruz Lij ia Cedeno Moni ca Gomez Maria Martinez Mari a Vill egas Wanda Rivera Tarni a Mackenzie MIDDLESEX COMM UN ITY COLLEGE, LOWELL, MA CLEMENTG. McDONOUGH CITY MAGNET SCHOOL CM.A.A CLASSICAL & FOLK DANCE GROUP (Friendship Dance Group) Sowadi Chea Mi chael Chun Samoeun Dam Samnang Hol Vi chetra Huot Polin Keo Chanda Moul Molika Moul Sophany Oun Chanra Pang Van Penn Chantrea Phan Erin (Alex) Savary Sanrann Chea Sokhoeun Hang Sopheara Huy Sambeth Kim Samnang Kong Sophornrith Mok Rong Nay Ponlork Neang Lyna Nuth Lina Pheng Thea Phuon Sam Tuy Chama Uch Vann Vath FROM: Leang Kim C.M.A.A.'s YOUNG PARENT PROGRAM - G.E.D Soma Chan Darith Deth Darath Dou Sotha Ean Srey Kong Chim Kong Rithy Mam Mom Pang Socheath Yem .JAMES F. SULLIVAN SCHOOL TO. VOUCH KIM Phann Try Narong Mann Sophanna Sam Nora Kang Ryna Him Sopheap, Pan Ya Uy Sony Phommara Chamnann Pen Salin Nuth Lyna Nuth Roath Ven Sophan Sok Oeun Sok Chinda Sok Dany Sok Sopheap Pan Visith Pan Roeun Soun Choumnith Sath Bopha Nee Doe urk Chend a Kay Vann ary Lach Leakh ana Peng Pong Pholy Bountho Sa Sarith Sam Vireak Sinuon Sopha! 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For people who have never tested positive for TB . DIABETIC CLINIC - 8 :30 - 9 :00 Blood Sugar Screening l'Hl.Jfl8: ffi8UfSM!§!HfnlrlHJ 35 JOHN ST, LOWELL, MA 01852. u u ngratunn 1go§ fHU tgCt[LM1 - tgrnltiiiruninuH - cH'il3 ct: mo-e:oo - 1:!§rnJ1mruelg1in18rntu1:! iianJCUJ11:!tu1:! TUESDAYS - 9:00to 10:30AM . IMMUNIZATION CLINIC for Children and Adults 1. DTP 4. Polio 2. TD 5. HiB 3. MMR 6. Hep B (for children) - ujlrnnuirmmminufJBt!Jl3 iinu~MJrnciJ - cH'il3 e:OO-0O:mo 1-DTP 4-POLIO 2-TD. 5-HIB Call 970-4151 for updated immunization schedule recommendations. One week waiting period required between TB test and MMR immunization. Wr7UIQl3 '1Jl:f\JfWgcrua firio-G0tt0 1al:fjU[)llriC1!11rtJ!fruimr\Ui1 riUJff4J r6oi !,f WH18 riJWn ucg mr iiB riJf lUl3 Bl3mrm nui mrmrm ti 1 3-MMR 6-Hep .B - WEDNESDAYS - 9:00-10:30A.M . LEAD POISONING SCREENING CLINIC Lead testing for children up to 6 years of age . Results may only be sentto a physician . Please bring name and address of child's doctor with you . Lead tests are free, but if you have an insurance card , you must bring it with you iyqn - ujngrmtiiirumiiniruiqru - cH'il3 e:OO-0O :mo cg mr ii 8riJCll ii WCUl Ci.in UIQ 13 ~ (l mi ti IUHl t!{;;Jt17 1 rug (j rus13 tg~ 8 rnHnii 1m:1fel uruinfunn1: ticn: Ml:fWntCUJl: Bl3Hl fiJWHl8ruwcfel ~u .__. :; uo.ij nl:fnell !,f Wi:l 131 mr ii a nJm n18: l'1 n!:fl 8ii nt~ rn Qt~ cuijn !:fl 8 Ufgl wn UfnJl Ctf8til 11 '1Jl:fl[Ul Mijn wn l:fn ell !,f Wi:l 131 c..,. B I ~ U ~ ~ tUl3nruiyqn l:f§rl1Jlmrumnrcul3 1unn1Hil3 1811:f§r1111:lJ ST. MEMORIAL HOSPITAL. WEDNESDAYS-12:00-4 :30PM TB Clinic is in Operation at Saints Memorial Hospital . 0l!J:oo-G:mo THURSDAYS-8 :30-4 :30P M Reading of Monday's TB testing done on Thursday TB negative cards issued appropriately d' tY!JlUlruJli - FRIDAYS-8:30-4 :30PM 1. Information and consultation 2. Completion of requested forms (e.g. insurance companies, private doctors, etc... ) 3. TB negativecardssentforposttreatments. 4. Agency referrals - niinnrutmunninu \9nft!i 11rll:fl8 Bl3mrwcwrnruncruincfeluruin <> l!J. IJ!ll U) WC1.J1 dJ 13 Cl mrtn 87r7 Url3tl nCl 8, lfc;l uo.ij ritl nCl 81 """°' m. 19 UfYl 118 riJCl gr cul3 rn 1:!J f4Ilinel !F\Jl mru1 G. uri;8rniLnriJ13Ci:lJl3irn]n 0. B 1 dJ di dd di Reportable disease control functions are ongoing throughout the week. City of Lowell HEALTH DEPARTMENT - 35 JOHN STREET Lowell , MA 01852 The Dance Troupe performed at the Asian-American Unity Dinner in May 1995 23 �- 0 Dlfi hlDJl WM d7 lLfU tl ~ ru l'itfi mqjtl Im ml'ilILUtl Ii gra Wl'iJl m Wl C§I (fj rum 1m8 nm I mruM11nt1 !:fl s~ rud1 fi WM nm o CLUtl 18 !.f ~ OJl'i 'YLfi I} ti fiJ mo§ 8mum tl nr ~ iltlllBW 0&& m UCl.{17 ru1H1 mfr: 117 CU fj CU Ctf8Til 11 !Qtl r.ui tl g8gI'1 l llil rumi ndl l'i gr a Wl'iJl m W7 stlHfiJI W7 L~C§I'1 1 mmr ml'i o qn m ti ITT H~fin mr lli7 rumm tl t'u nq: mfirnm fi Btl!Lfi]tl ~rum 8 13Jgtl mti 18 lf ~ OJl'i 'YLfi G !:fl 88Wjri HUllr8J7 ll1 m 8tl lf~ OJl'i ti Wl:fl fi HC§I 8LUtl CLUtl (j Ml mll1 rut LITT [1 !ffi tl 19 l'i1 I Hl'i Ul~ ri 07 181 WUlI I tl lLm: dl 8gs ndl ii~ ruts: '1 13Jl:fl 8Ii gra Wl'iJlfil Wl C§I'1 mUtiltl nr:11& mHl'iml: Ul'i gra 18: IQtl"l Lfi un188 07 dl dl fi Ml !Idl fi M11qjm1 !Udl fi ~ rul8: , !:fl 8l'il I Im l'i I I;f ru d d !:fl 8!Q tl [1 Ti Qtl O !Ml H!Q tl el 87 ti l~ 1m8 dl fi WMm O .{17 rus m~ ru UCl 18iqt1~ sruw1nt1 ryr1 min 8tl u, mmid11{] ti gs grfiJm ms 8tl !:fl 8l'il I 11 Bjl 111 ru §: Ii Im mIi lf ~ ru Ii 6 um !Hil'i 6 :r 'YLfi I} ti 87 tl H'11181 (ri !:fl 8Ctf 9§ tl ITT lLm: qti lfil ruuM tl O 6 1m mWlr dl fi ~ ruts: nm O Q)HlI gru'1'1u l'i~Il'iJl ru, riLHtl U~l 13Jlti tl 1d87 B mm: gtl §:1 nHl'iJI Wl L~B tl iuJa Ht§I'1 ILl'il 81'il87H stlm ou:m rufj ruwnwLm Wl887tlHwrn ru1gmr mUtiltl nr ~ 1Lrid7 tiW&t!IU;J ri Hl'i fj ruu~UJ~ rn: O 8WWJ § d ll'i 8l'i rn mI u mdl 11 I !Ul mufi run WLfi Ori Ii 8 w: WlI lCl 811 WO 'JJ n 1 mtir; tl qti ~ s'1 '1JHJITTrid7 fi ~ ruts: !:fl sfio ~ 01siqt1~ sfl 1m m a ~ d Oa ci d a I A d V o 1 o '4 d d ,. , , '. o d •J fld1fi~rul8: mm§ 1'3Jfr:mrufjrumnynru1wruw1nt11un dl/ ~ LUl'il Wil'i I rul l'i -!{Ii rn 'YLfi o Wl ru1 Wl mr M :fi L~ ti fiJCi ru tin Lm ~1 fo ru W87 sd1 tl rn stl wr n ~ mmel tl fon ~ ma tl Lum r; 1m m1g 1wo~Lum WITT arr;~w1yt1 t§I'1 mrLum wd71LGB 18: !ritl !:fl 8 l'ilI turi r.ui II rq tl l'i1 mJ 8 '1JLri ww or ri IYl'i 1ui m~l II d 111nt1agITT1 wq:iu'f ITT m runm~mm w1sr8Jw1yt1 t§r u,1ti ~ od188 ms I 8~ ru rug Cl ru;1 Wl : ~ mmir Q) cur dl l:fl B!f l'i 'YLfi G dl lf ~ OJl'i ti LUtrn fo ru !s ITT HLl'i "1 tl 87 srn ng md1 d§m'1 r; H tl 18: for I tu tl fl '1J H n ru I w -4 \fj ru~ Blti tlm or;~ rurtl tLm: nd1 fi ~ ruts :1 (j Ml mm ru11ru781:fl Brityruw~ 8Hl'iUIIQtl Ii gra Wl'iJlfil Wl 0 - WM 111 rul:fl 81811'itl arurrri mO ~ (fj ruel lliri HBm 0&ti ct rll 1i: Cf11!:l. a 1a C§Il8: '1 19- WM 11 rul:fl 8181 l'i tl a fl: (fj ru ru7 Utll Cl lliri HB!.ll 0&rict ll'iUI !;i' Cf a 1 Ii gra Wl'iJlfil Wl C§rrnr m8Wl:fl fi HC§I 8~ ru '1fl rur.ui tl ll1 Q) I rum Ci1 fi ntl wu,r fjffi rnfo !:fl s01 ru, url: m w101 nt'8 ti W87 sum 'l a ~ "!} t'~tlHMr m~ M 0111 smIi o1m: 1ru1 Ii l~!flirnfo ruri ~ tl t'ri !8lll1 ru g1rn : t:n 8 c:l I m- WM~ rul:fl 81818tl Ul§ U~l (fj ru fjl l[U a rul:fl 8dl ii (fj mi mrnr m8IL• WI! wmnmig ru 0 WM 11I ru qti Ii gra Wl'iJliUJCl H(§I 87I ~11wrn: Cl tl '1 WttfHrll l'i gra (!- ltutl Btl !:fl 8l'ilIIl'i 01188ltl t'u l'iUJ uo BtlJHWUl mrdl {iJm WM 11rul:fl818ll'itl 9l'i (fj ruu1169 Ii !:fl 8dl fi [lnpqas°rn °f U':;t.c, I 0 WM Wl:fl fi Ht§r d1 uJ tiru;i riti miHs1 fiti mru8sm s1 1 ct - w ~ ru l:fl s1818 ti Ll'i fiJII ru1 ti 18ti L~ ~ ru M el- WM 11I rum ooHtl mi fj rur;un fo ru18ll'itl trl LU ws 1ul:fl ITT °f :;j ft/7(1[ Nlfl 08/8 I _, w !:fl s01 fi WM~ rul81qt1 run H'l Ll'i "Jtl 1tutl !:fl Bl'i 1§tl r;~ ru nsriJl811ruLl:f1Htfj1mmtinnri1~ rnimrllilrum 1o cw,c) Btl li~ULlQri LITTtl uJtinrut~O§ 8tl18ll'ilfllilll1mmrmr 01fi t'unwM~ru tiJtinrut~o§ H~11 st11~~a1 1u1ru1 l'i!fl'i !:fl so gru !Io6 Wl l'i "Jill r1 !:fl sut'fi a '1}Hmtir;tl~rwQtru8 (rioct) &tio-l'Jtttio (1msmrmrmr stl !:fl sUlfi arni I rus 11rt ru31 run ILl'il mm] ri) ljJEfHffJIlll! NEAT Program• June 14 , 1995 24 �nnn: ngrn1tnfiHLfiMmnmg1 -- ti ti NEWSLETT ER COMMITTEE rrnn: ti 1unr st1 § B:l ii sfiJ l CMAA's Fri endship Dance W RITER COMMITTEE Pahim Kay Bunrith Sath Samkhann Khoeun Vuthy Vann Savuth Suth Troupe perfo rmed at Trairatanaram Templ e during Cambodi an New Year - April 1995 nM : ti gm r mMo l:l uJl urm llll U g ti SALES & A DVERTI Z ING [ Samuel Sok, Daniel Chea Bunrith E. Sath, Samon San {!ti ii 8fiJfil fiil Hti tt) tu ENG LI SH EDITOR Joe Nickerson Natural Environmental Awareness Training Program (NEAT) n llil :tigm 11 08l sl:l utgtirnw DES IGN, LAYOUT & PUBLI SHING After two years of planning, a proj ect des igned to link two diverse nonprofit agencies, T he Merrim ack River Watershed Council (MRWC) and the Cambodian Mutual Ass istance Associati on (CMAA) has co mbined to foc us o n environmental issues affecting th e popu lati o ns in Lowe ll . T he current goal of the M R WC is to teach the Cambodi an communi ty environm ental practi ces that have a direct impact on their dail y li ves. Issues of co ntinued contamin ati o n of the Merrimack River and its watershed need to be taug ht. T here are dangers in eatin g fi sh from the Merri mack Ri ver and its watershed even th o ug h they loo k fin e! Rebecca Markey, an Environmental Co nsultant from th e MR WC meets w ith a g roup of pee r leaders at the C MAA once to three times weekl y. T he peer leaders, incl ud ing Samoeun Sok, Ya Uy, Roath Ven, So phan Sok, Salin Nuth, C han Pen, Peuo T uy and Robin Douangchack are hi gh schoo l stu dents chosen to represent thei r communi ty fo r the outstand ing exampl e they prov ide. They, along w ith Buntha Path , a rep resentati ve from the CMAA and emp loyee of the Watershed, meet with Rebecca to increase their understand ing of local co mmunity invo lvement w ith g lo bal ram ifi catio ns. T he course of study invo lves river and watershed protecti on, waste water treat ment, safe household cleane rs, tree planting, organic gardening and w ildli fe protecti o n. T hu s fa r, th e peer leaders and environmental educators have planted three large o rn amenta l trees, ten ro se bushes and approx imately th irty pine seedlin gs at the temple in North Chelmsfo rd. T he seed lings were planted to provi de a screen and prevent so il eros ion o n th e hill side. Ted Diers, the Co un cil s Co mmuni ty Watershed Program Coordinator wants to teach the Cambodi an community how to become better stewards of the river, enjoy a greater qu ality o f li fe and protect themselves, as we ll as their enviro nm ent, from possible health ri sks. A survey w ill be compiled later thi s year to determine the level of enviro nmental knowledge o f the Cambodi an co mmunity in Lowe ll. If yo u are asked lo participate, please respo nd positi ve ly, as the result s w ill foc us o n areas for future work . Would you like g reater civic in vo lvement w ithin the c ity o f Lowe ll? T hen w hat better way than th ro ug h a creati ve environmental approach! We can a ll bene fi t fro m so und ecological principals. T he CMAA and th e MRW C are we ll o n their way ! Q othea Chiemruom Leang Kim ti ti t'o ti Lii ~ ulti DI STRIB UT ION Samon San Sarun Sophuok Heang Diep . 81llitiB t18 CHI EF EDITO R Sothea Chiemruom Announcement from Newsletter Committee: TO ALL OUR READERS AND OTHERS, Please send us your comments, poems, articles and advertising materials for the next issue of our newsletter - October, 1995 Deadline: Send to: September 1, 1995 CMAA 125 Perry Street Lowell, MA 0185 2 For More Information, Please call 454-4286. 25 �rrnnihHirs n6111BUBPJlaidBHlflLUll1&16 00 - tNCJ ij NtLUCJIU riJtfi j - tf ri tfHU 01 B mrtn ULtil Bwn U8~ rut01 n O tg urun ii fif§QUHtH[~l: (Social Security Benefits) '1 rgwn,L~1LnltJUHn1gmrrm1silgsr!fa iiqan LOY Cun792 ru ~eu~11unnwngst1WILHO~n1£lamrg1N~r Welfare tllt£l8mUUCIJ Food Stamps £lt1fo11 H~nnn:ngmrfQntlatri] W§818LOY Cun781:l 02 ruurn ... mrL~nnsrut101ri] w~a st11euoa eu1i,ao1rumrn2 ru~ eu L~1lsorm£ltl fo rums1au1 ruaitlUCJJ1Lmilunmo 2:-i got11 UCJJl OJl ulst! s rri] w28£l tl, rniqtl twofit~, tfriI WtBiLWUOJl Ul:fl sm Uftlltl nrqp tfj ru 01 sr cirtsia1 MW mi wuu gmi urstlunr wrnitwuoJl us1!:l wtullilllfl runmrifsmog ruwqpn 01B ifs ms wjs~ ru fif§Qllifift[~l:01818 (SSI) '1 " tnijfo nJff nHl otg m 87 nHH ur: !WO A UJClJLtl HIUNLOY wn, ti 8ffl~lLUl1 w« tll lLO 8 lHU1 rullitlijn§: fo rumay ruCu[J.llnlui UJA tf8Hl0Hl8 Wf 92 rumr uiHa ng11l Cu§Q UJCu!LUl: i tilLHltlt81CuOAUJClJLt1HIUNLOY eun, ma tlmu] un uu1 ruLm niiru,J ruruNunm a1ruC1Jt101n] eu~ a101:1S EU ITT ueu~ ti 1rut1 arri] Cu~ 8 !Ull onm NR Hl 8mr CuQ wy q1:1riftf tlr!Qi for1 !CuO A UJClJLtl ma: Ill OH~ 1n11rlrrungr1l»~ \J}l nrm urreuoa CulLHOIUCIJCu§ yUJWILU1:1au1 ruai tl!H813 n. Lffi nd §UJfj rum Cull forum 8Q8DO, mn UJJHl mrui UJBl:lLffirl UCtf8n7 t1 ~mr, Lffirl wnueuuaeu1Lu1:, mro~H!Qtl, mrtcl!11f111Qtl Btlng11ltcijtl'J rn]ntll1L08 ng, 8m11runfrut1yait1HCIJl9l:Uwnun, (lffi Cu§R Ull UJi 19. !trrtl18im 88 mW!U(U!Ltl] tl!Ltl nmirrumrm uw~ritl 8tn] Cu§ 8ii LOY~nl 81:lH~nnn:ngmr1unnwngBl:ltl8tl'l]Cu~8ffi8 q~mrfn ILU(Welfare)d§UJWtLUl:i ~amrfimmi~u. 21MU, CuI!Cu!Wl.fLtl qt92r CulH9iLOY wn, tU(U9l H9l11Hl urt1nm runLHl HntUl tltru H~ CuJtll n !Ill UJC:ln!O mii ti nn: ngmruirw1qla LOY euni fo ru ma D eu uqpn stlruNnnn:ngmrLOY euniait1iirmLnillLnfrut11 eumt1 n wn 0. 19 . m . Ct . t!. ~t1. nnn:ngm11aifn1gtf8 Htltf8 Qclltf8 mauiiunnmwnrlfiuriimrnfl 9lH9lI!rumr~ ClJLffirlt8mrg1 CIJ~! Welfare iitLm UJ~tltl811'1] Cu~8 1a:11f1ur, ~arnnmn91:lLOY CunlIUCIJICUlnun rui urdnti!Hl ill nl ti Htlcl1yfo rurtrrtl mr~tf8 lt1 ffi on .. H~ CuJH18§8~0uq n tnHl8 nBntltLntrul:11 ii1nn:rg1r"runnt~H~ CuJ go1C1Jt11nfga1runnl~fgmih "10:iian.y:06, Ln6iian.y:a1ru, nruiisn.y:nn, ijHa n.y:m ti, 1ru,niia n.y: ru, m(uia1m10), mm H8 n.y:mi. rai if a n.y: 01 tl, n tl H8 n.y: n ti 1 nl:10 (1 runruurmHlOllU9 rum a RfrtAtUHl8nBn run ruur H rm ~Hl8YllUllClJffi8!1f1ur1 urruu~ OU~ORLUIW!tlltl urrua Cui if nfo nfo ru..t.g110 man cytl gm ~fas R fo rucy1:1grnrit111:1 qf~ muqn nifntQnforutf8t_g!!OffiHni HnlL08LCuUQltllHnfnvur aniirqurn,t11HnlL08ILt11:1ruw I I 1 1 Nmt9itl;!1f 3 iivurmi 1n1mio1"t1U]I08:"1 c!. f; . LW1t1vur. onvur. ICJIUllVUJ (Ulr!tf80tlBl:l!ntllff108lni 00. 00. 1ntf8t11nni1~1:1mimmw~unsnm, IUNVUJ!f81t1rumamrnniim1 019. 1 ornn,smrCuUJ1U1 ngot1101~1:l[18ILUl:lmn, eu2:t11Lunnla1euoa1rflt1Ln6 ry1 0m . H8lnntllU~UJ§IUCIJH8Hini 0tt . 26 ineu~L9Hl8ILOBuiynli fn~mo1g1murun1Leuninmri 1Leunms11f1ur, �Cambodian Mutual Assistance Association of Greater Lowell, Inc. (Incorporated 1984) Board of Directors - 1995 Chiv In, President Stephen Thong, Vice President Sophear Uong, Treasurer Vesna Nuon. Secretary Vandy Duch Nick P. Ma1111 Ka11gS011g Sarun Yin Ravuth Yin Legal Counsel Josep h P. Sexton Advisory Council Sophann Im , D. Ph. D e an Fran k Falcetta, UMASS/Lowe/1 State Senator Dan Leahy Mr. Seng Prum , M Ed. Kol P h eng, Ph.D. Samba th Keo, D . MD. Mrs. Saly P in-R ie be, MS. W. Mr. Sam Yang, MEd. Attorney Jim Dragon Mr. M ich ael Ben H o, MS. W. Mr. Neal Newman, Coalition/or a Better Acre Mr. G eorge Dunkin, Enterprise Bank CMAA Staff Sa mkhann Kh oeun , Executive Director Daniel Chea, Fiscal Manager Audra Pinkh am, Receptionist/ Bookkeep er fn611UJfJg&irl\jruL~'°u utl.Ju~as,1,fri~mi MO 'OROM FAM I LY SUPPORT PROGRAM KOMAR DAY CA RE Joe Nickerson, Program Director Pahim Kay, Caseworker Bunrith E. Sath, Caseworker Elizabeth Borden, Program Direcror Vivian Guimond, Teacher Neda Nou, Teacher Aide Naro Suon, Teacher Aide i,g'si~ rumm11m YOUTH ACTI VI TY PROG RA ·I Samon San, Program Coordinaror ASS I STANCE PLACEMENT PROG RAM Dorothy lane, Program Director Sarun Soplmok, Recruiter Hieng Diep, Job Developer Robert Molleur, Career Instructor YOUTI I CO RPS Samuel Sok. Program Coordina/or i,gti~ffjlffiCi51Hbi2'° ESL PROG RM I YOU G PARENT PROG RAM Rosemary Z aleski. Program Coordinator & Teacher Chantheng Moeun, Instructor Assistant Elizabeth Morrish, Program Manager Nikki Tambolleon, Hea//h Educator i,g'simiim11as'°'Illisbrujtuu1~uiiJruJ i,gtirl\j ruff~ '°.Jl,I rJuri CIT I ZENSHI P AND C I V IC PROG RAM EL DER SE RVI CES PROGRAM Chuck Sart. Outreach Worker Thy Chey. Program Coordinator PAR E Tl G SK ILLS PROG RA~ I Sophear Soum, Counselor 27 �.., UqJHtjUIJ WLHNLOl Wl8U§l WU\J 8111 8111 8111 8111 n'.i~Lri!:fli l-ll 8 fl nr 1-181 l'itil8 H\LJHnJJ ru te lLUmLry lll!Jll ru ruan81 wnLuii uij wH1nH fe1 SPACE RADAR TO STU DY KHM ER TEMPLES <i) L~ !:fr m n18 ruHl ii l:fl?.r ifwn m uc ncunm.uiqllL~ CtflI ~ fltlIHUf cl n ri THE IMPORTANCE OF CITIZENSHIP ASS ISTED PLACEMENT PROGRAM IHl I tll fi fiJ C\Jl C HU ' 8111 8111 <i>O 8111 <i>O 8111 <i)<i) 8111 <ill9 8111 <iJl9 8111 <il m 8111 <i> G 8111 <i)~ 8111 <ilcl 8111 <i);'J 8111 <i> rl LOOK ING BEYON D A BROKEN CU LTURE i'i nn.rat • Hqtlw~H nn H 18/-l~ldl!1 nii Hl 8 8 8 CV,~ cud 81-1[~1Lutlwa' CULTURA L ASPECTS OF OOI NG BUS INESS WITH CAM BOD IANS T1llillnJ1 mNllillfil81illillfil CMAA'S SU MMER YOUTH PROGRAM ABOUT BUY ING A HOME T1llillnJ r1 U)W!:flillill KOMAR DAY CA RE CENTER LEGAL ISSUES C, 0 gr•WriJltil Cul l?, I 0 J ll nI \'JO fl tlI fl tlI fl tlI fl tlI l'Jl'J 0 J l'Jl'J \'JG \'JG J (j) IJ " " fl5tn~!.SG!ft,~esu6s;ru ~ Cambodian Mutual Assistance Association 125 Perry Street, Lowell, MA 0 1852 Tel: (508) 454-4286, Fax: (508) 454-1806 Addre.,, Correction Requested' 28 NEAT T RA INING PROG RAM ll nI l'J ri wa!:fn Lm g - fl tlI l'J~ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml19" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml19</a>. Description An account of the resource This collection includes digitized issues of the Cambodian Mutual Assistance Association of Greater Lowell, Inc.’s bilingual magazines <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em>. <br /><br />The collection is completely accessible on this site.<br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml19" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml19</a>.<br /><br />Note:<br />Additionally, digitized issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> from the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection have been added to the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Omeka collection so that issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> may visually appear together when browsing in Omeka.<br /><br /><br /><br />--------------------------<br /><span>SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea.</span> Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007. UML19. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cambodian MAA Newsletter, Volume 6, 1995 Subject The topic of the resource Nonprofit organizations Description An account of the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc.'s newsletter, Volume 6, 1995. This publication has 28 Pages and covers local and international news related to Cambodians: the importance of U.S. citizenship, buying a home in Massachusetts, Khmer culture, CMAA program updates, and more. Creator An entity primarily responsible for making the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection Publisher An entity responsible for making the resource available Cambodian Mutual Assistance Association of Greater Lowell, Inc Date A point or period of time associated with an event in the lifecycle of the resource 1995 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 28 pp. Language A language of the resource Khmer English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml22_newsletter_volume6 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 1990-1999 Cambodians Periodicals https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/083f97077de55cc90b34a423e6d719d2.pdf?Expires=1785369600&Signature=Q8CqV68ZhT1tVuFuiif4IpDvuY3Vbnif7qbGyDuHSlr7wGjIV1ckTl46wT-N4BymFfULUrTztbwvgSk17EeGlIr6Q6D1DHKaOYm5M-1PtZkS0Vua%7EVFM%7EudotAnLNhC0jSJtnz7iolNXVnOa9OgdlMERE5f4tKPKkxmFMEVp1%7ELByMAoJ5rjdK2rOMF4Qwee3GDO7NrUaQ3gda325OPBW1o1%7ELWbzT%7EIa3yVIMkCQxHBsyiZlgntMzt-lV7llju%7E-t3eWmc1AbP2Ua0KBftYEW9dVADxhUsNbjRgsnHVs4%7EdBh38hZdV9spXpnfocmThAU9jGUQNIhg4JdWzKvu1sg__&Key-Pair-Id=K6UGZS9ZTDSZM 69f33fe7de2f128ffaabd590c0b58214 PDF Text Text CMAA COMMEMORATIVE BOOK 1999 �T SST LI ::::x:r,;v:.-......• ~ Fit1rm nf WffJl drdJ -~ .,.. . JJj ffi s ug rJ:s? 0 ff rotriJ? FifiFi tj rs tit it'l i r ..> • t'iiFiDSth% m • !NCOMETAX • • fJ /;j 27 fif:52J'fJJ I BANKRUPTCY ffJ 1[Tl f:5 Fi? a ff iJ t:fJ S tfil [J[! • • • mir:JwtiJ;mt'iincm}Jm:rn w w m • DIVORCE • • fitJ'fJt:fJ[Tff:J[TfjtFi"ff:JJ'fiFi w n WILLS & ESTATE ff! afj w n'h 1JjnqJ7 rJ Mn JI • • • ff! CRIMINAL DEFENSE • • tf.F!:d? r{ tqJ J5:J • • • INJURIES • CJ fJ fJ c;i; . tfjw tugmtfj .,; ... Fi~ Ln(J Fi!f tLrntd7Ru:nuiruf t[;rn:mffr:sints}JrfJmi OS fit J'tlJl ffi mr:J "-' <d i CHILD SUPPORT SCHOOL LAW AUTO ACCIDENT • SLIP & FALL AT WORK MEDICAL TREATMENT • • ffli[Pffl ::1 fl ti M tu ff • • • fllLffi ff r:JJ7 fj[_,ffi ff fj ffJ d • DISCRIMINATION LAW SOCIAL SECURITY 226 CENTRAL STREET LOWELL, MA 01852 Tel: (978) 459~5000 2 0 �ISSUE #9 CMAA'S COMMEMORATIVE EDITION OCTOBER 1999 ~. MAGAZINE COMMITTEE l:J. IJl. rui:3titurns ru1:3mnturtLU£1U~ G. STRATEGIC PLAN d. @. LETTER FROM THE EXECUTIVE DIRECTOR V ~ ~ Tern Chea (center) attending youth basketball tournament, 1993 ~ tdlt:id tutS fiHflt:itrt~Jmh !LJtSru , "" , (uffit:iat~rnmh !LJtSru tll. G. HOW CMAA CHANGED MY LIFE ~- CMAA ON THE MOVE ~ 0. CONGRATULATORY STATEMENT ~ ~. AWARD RECIPIENTS ~l:J. ANNIVERSARY DINNER PROGRAM ~ IJl. CMAA BOARD AND STAFF ~ G. NOTE FROM THE EDITOR ~ d. A MESSAGE FROM THE PRESIDENT ~@. REFLECTING ON CMAA'S WORK ~tll. LOWELL'S CAMBODIAN-AMERICAN COMMUNITY ~ G. ACKNOWLEDGEMENT OF SUPPORTERS Southeast Asian Water Festival, 1997 3 CMAA's Friendship Dance Troupe, performing Umbrella Dance during Cambodian New Year, April 1999 �Khmer Lowell Magazine Commitee Executive Director: Samkhann Khoeun Editor-in-Chief: Margaret Tham Khmer Associate Editors: Sak Seang and Sarnnang Marn Production and Layout: Sothea Chiemroum, Sophy Theam, Brian B. Chen and Lorraine Cordeiro English Associate Editor: Alison Gervais ,r (E~ENTERPRISE Cambodian Font Typists: Ronnie Mouth, Brian B. Chen and Maridy You Pov Ye Bora Yi Health Issues Coordinator: Branch Offices Billerica • (978) 262-0123 Chelmsford • (978) 442-5588 Dracut• (978) 957-5100 Leominster • (978) 534-7400 Tewksbury • (978) 863-5500 Mortgage Lending Center Lowell • (978) 459-9000 Coming Soon ... Westford Joseph Sexton CMAA News Coordinator: Brian Chen Community News Coordinator: Pov Ye Cultural Corner Coordinator: Sak Seang Economic Development News Coordinator: A Certified SBA Lender Main Office and Trust Division Lowell • (978) 459-9000 Advertising and Marketing Manager: Vincent Un, Bora Yi and Legal Issues Coordinator: BANK AND TRUST COMPANY Danny Div Khmer Lowell Magazine is a quarterly publication published by the Cambodian Mutual Assistance Association (CMAA) of Greater Lowell, Inc. All articles published represent the necesscerily views of the authors; they do not represent the views of the CMAA or its funders . Your contribution such as articles, folk tale stories, modem fictions, poems, news, etc. are happily and gratefully welcomed. Please, limit the document to 1-3 (l lx8) pages, and make sure the name, address, telephone, fax, and signature of the author, or the responsible person are correct. We would like to inform all of you that the entire document be sent to us, whether published or not (it depending on the decision of the editors) becomes legal property of the Khmer Lowell Magazine. Besides, we would like to ask for your good heart to help us by subscribing to, or advertising in the magazine. Your generosity is needed to help us keep publishing this magazine. The subscription rate is $0.99 per issue, included shipping and handling. For advertising, please contact Vincent Un, Bora Yi, or Pov Ye. For more information, please contact Margaret Tham, or write to us at: CMAA, Inc. 165 Jackson St. Lowell, MA 01852 Tel. (978) 454-4286 Fax. (978) 454-1806 Email: cmaa@cmaalowell.org Web site: www.cmaalowell.org 4 @ LENDER Member FDIC �ISSUE #9 OCTOBER 1999 CMAA'S COMMEMORATIVE EDITION · /) : mru~~dfilri§iHmts: t:nswsmjfil~St§HJsmriti mrm '1.J3 Msru, tllilfi iis '1_Jw1n, truifi tijru i1u:rfra, stitruifi tijs tmi G1Sjt1~m~e1 MtnllHlf}ltBIUllfiJty/lmts:tf{jiltBt1Jgtufilll=!llirJllimmJm1m'1itumwf:lt§Jt81Qtl'1JUlJ~ffltH1fi'1 umtitjti1SLGJMt9 tirnstt1m1t111rutu~~G f.!tutmqti19JH)[lSHi1mr1 te1tirnstumwst§JmttffistrJrumsm1d§tufiumti-i · smyuJ~ts: filffitiHt§Jtirnsq~rufimtimomri rn siffm1tuGifilmtlfi1rui s~1;yu stirnsurn1qrm.nf.!tutrlrurn sEiui ~o,ooot[jt1Lfif!Jl '1 tmmru '119t~tittutiti9titt1HNSaJSHti1JtS:6JfjltutmmH£1JHUQllit,!tutrlrufflG~lli§St'1Jiifi~LmJtumg stimt9t1J~cJmscJmit'lJUltiHSt§Jttutlmtlfilli t81 qtimti~tirum:'1 mm1tit~Hfim1t111rutut81~S tUl (High) JtJJC1HMlliHtilJ~clf,!tutrlru~m81~S mmus (Jackson) tiG]SGITTlltuttlrutSlliltilltlt-\P StlGJSfitlmri~urJ~mttGSt9UfflG GJSrun SHfirJ lli')[l smt1 '119t~m: '1 ttu tl cl rn ri~ llilH 9filjwltLG f:l trl lliGl f:l 3t:13 t§ mn.ihti fijfi~wl tr.! mt~tl llil1 '11Hmui tutrfaJB mn ttu MJ run SHM ru film t1 ~ 'Y ~G'119 t~ ts: '1 mms: tirn f:ljH gfo fijffi afiti llil: fi§'l ramJ 81 tu mu '11 fijffi ti Ht§ Jm tLG f:l 81 ri trl lliGJ f:l cJttiG~tlt1 fijffi ti Ht tu tl ti:h tu~ f:l Eit1 ~ J§Sri tLH ijtM :t f{j tu '1 lHwlf.! tu~ rn :trJJ tit:n sq~ ru fiwltLfi sis film ti Ht§ Jtrl ruGJ st~ m1tlt1tuw1t1 ru1~ t§ a.inti tufiG~ ~ M1rim ii tl~ e1 -i ut~at'i trurn :tmrnjt1 tirn f:l Lfi 'iJ tl~ rulff mJ, HL~J ~ mJ, Stl{!fit'1Jtl ~ t9jt191tlt§J StlffltH1rnti G1 f:ljH fiJUlmHlJleitSaJummm1: nym :rm trJ J'1 ttutlGJ sg tutfittunsmt1 fa filrnn mmoti filUltiH sttilti tihtittfis -i rn stum w Sf.!tutl§scltirn s mrnmnmtu: S'i~st~Wil'5mimi m'1i filffitiHttuti -i rnJ ti GJ s~ turn1 :LM tu tq Sw s-tq im1 mttG s1rn uq;i1 tllt1trl ru~1 s filill H sti~ rui a 21timt1m ru1m '1i rntm: 5Jf!1 turniw1tl'l tltz tu trJrutrn1tt1t!)t111ti:htufilfi~mt1trlrurnsPirutmt111wssti'1_J3mt1qi-i Hf!'11Jm'1.iwmu'1i'11UltiHSttilti nttiltiGJsgtut1'Jf!PtihtltufiG~~fii:hrirnmtu: S'i!i5t~Wi$~~jm"5 '1 ttutlGJSgtutUmwS6JGJS~llifi1&]]1fi Stl9~llifil&JrtiLt1HGJHfi1fU1 (GED) tSE{jt§6JITTmuwumtiGJSLut~Jtf{jtl'1 tum w f:lt§mtirn s 81 rit81 qtimti ~tSruffl Gs tlil tum mmu wu fittiG] f:l trn StUtHl tu fiJlJffi f:l fijffi tiHt§ig tu r0jlli '1 t81 tt1 rutrl ruttfi tl ti1 f:ltffi 9f:ll'iltl tin ticitratltf:l: ttfi tl fiffi smJ: nyw1 tLG f:l t9jt1trlJtrl rum tum ill '1 t:n Stum w f:lt§JwltLG f:l t81tCiffi sa Smtl illGJ fi t81tCit:n f:l t4Sttut§JmttG f:l~lliJHq tima~G Stlt81tt1t:n SLUwl wl t§JmttG St 9jt1trl rutj ms G1 s~ru '11&]]1 fit81tf{jtu tui tu~ f:l i:u2mt11t!JttlilU ru f: t81 Qtl grn ttlil G1 tu '1 t81 Qtl fi~ tlfiltS: tillil: fi§'l ramJ 81 tufi stiq~ rumu '1.i fijffi ti HG] sGITTll tuttl ru Sil 3C1 3tilltl '11 fi~tBHJt§tPi s mHlJlf,!tu wmim ~sa'mnu mtilti t81 Qtlitu :m ruurifil 31tlt!3 '1 rnmtu:clmti tf:l: umtiltl Sil ~um fijffi tiH6Jt:n smt1m Sttl ~tl Sil ti1 Stui:u2mt1tut~Jtf{jilrnjt1 t"ui tuummtl Sil 3t:1°3 t§ 6JnlCiJU'11LUw1w sm s tCiffi f:ll'iltlt{JfiqJtf{jtl ~trli '1 ttfitlt:n sclmti ~U81t~fi 8181 ~Gm MH~mtl, il fiilwJmtl~ fiimt, mt1tm~1ts tfil~ny, sti 91tlt~fiutis-gtudft!J fiJUltiH St§t-fflm1rnti trJ rums EirnJa{lruititUJGH'YLUttl stirn s tltl!gti g'1.itm: 5JGJ s1t1tt1tmciinf[jti t9jCi t81 Lt1Hm rum t,!tu~trJ Jttu tl ms tufi §i9tsjH gllil UffltH1rnti t81: 6JGJ SG.P '11llil '110Jiltrl1 '1 cl'tud f:l :tf:l :tim twlticl'tut,!tutrl ruashrncJ ntitt:189 '11Jf.!tuma~~Gt81 :t9 qt~ll timmWfiJUl tiHSmil fill '1 ~~~i$G~i am fiJffitiH~flCi~ trJ ru ttfitl mtiuwm:g tueirnilmtmHfi '1 '1Jti1clfi-'1Jti1clmts fiJUl tiHSt§H81 iimti ~tirutf:l: tig ~ run~tufiJGtrn :nymns :ttiti~ ei-i ttfitl ffitlHWGJ s runs HM rutm ticl'tum:mt.! tuei -i ~ '11filHm ttilti mtiu '1i sti u~tgmiJaei tBa:fstiGJ mm rJ ru iitrl1 trl ruttfi ti GJ mtrnti ~ fi cJn ti~mtiltittiti ~ LGJ n.n tm:masms-i1 ti:h tut'11Gfitrnm ~Lm ruttw1t1 ~Gl 11 .ffil~9 , I "" 5 �c., , m;~;;~ruws~~ ~~~;;z~~~;=;:~~~~~-w.e::::··~-s~:!tt;::·-~=.. ; ~~<t~;;'.?:.:,::~1-!~~.=: ··7::tf; ~!;:;~;~:::0~::~-::::·:~~~:::;:;;~::~ ~ w.;.::;:,::;:::;:-;:::.:;:: .,::.vn- v , .. ....-, • .... ,·.,:,,«, .:.. ·,),,«,:-:·.- Attorney and Counselor at Law 16 Pl!}e_Street, Suite-8-- w_,,s-/f/ sf - i..owell, MA 01851 ;2> 6 Office (978) 937-2201 Fax (978) 937-2204 J Q Cl cJ O I_, I m 5em ill wrwh§ ft1 m 5em illWtiJl fJffif[ Wfifi I rr h5d filMl ru:JfMr; u C/1' I c;:J ,dillmfSrffm1 mo;Smfl {3 591fSFi15{j {SffJMIT § h .... 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BARGAIN - Hourly, Daily and Weekly RATES fi•r:. M~:~:~:t:r:::::s, ~~ • up to 15-Passengar Vans -'-~ • Sports Cars Available • • Pick Up Service Available • CA$H DEPOSITS WELCOME Insurance Rentals Call for Details 1150 Westford St. Lowell, MA (Drum Hill) (978) 970-5500 (800) 533-3025 ~ ~ r--~----------------,I r--~----------------1 4~ • "9 I 4~ • "9 : ':,tI I I : I COUPON $10 OFF the Weekly Rate '"•: :':,tI I I I I I : : I I COUPON '"• 10% OFF a 2 or 3 Day Rental L-------------------J L-------------------• 8 �ISSUE #9 CMAA'S COMMEMORATIVE EDITION OCTOBER 1999 VISION STATEMENT The CMAA envisions a unified, self-sufficient, economically strong, educated and empowered Cambodian-American community, which cherishes Southeast Asian culture and values while embracing American mainstream cultures. The CMAA also envisions itself as a resource center for Cambodian-Americans and other ethnic minorities throughout the United States for generations to come. MISSION STATEMENT The CMAA is dedicated to improving the quality of life of the Cambodian-American community of Greater Lowell and other ethnic minorities through educational, cultural, social, community and economic development efforts. HISTORY AND FUTURE PLANS In late 1979, the first Cambodian families arrived in Lowell, resettling in a city where there is affordable housing and plentiful manufacturing jobs. Lowell promised a new life to these refugees fleeing the horrors and deprivations of war in Southeast Asia. In 1984, a group of Cambodian community leaders formed the Cambodian Mutual Assistance Association (CMAA) to ensure that Lowell's growing population of Cambodian refugees were assisted with housing, English classes, social and cultural adjustment, and employment training and placement. As the community changed and grew to include Laotians and Vietnamese, and the needs of the community evolved, CMAA evolved to serve those needs, today providing over a dozen of educational, employment, health, environmental, economic development, citizenship and naturalization, family support, and cultural enrichment programs. CMAA offers the only comprehensive social services to linguistic minorities in Greater Lowell area, serving not only Cambodian, Southeast Asians, but also Latinos and others. The earlier CMAA mission is to help individuals and families to achieve selfsufficiency in their new country, while at the same time trying to promote their rich tradition and cultural aware- 'o ;~~j~J~rum~rui~~ RADY MOM therapy& herbal center 50 Middlesex Street Lowell, MA 01852 tel: 978.458.0404 fax: 978.441.0630 cell: 978.590.8275 Mon - Fri 10:00 a.m. to 6:00 p.m. Saturday 11 :00 a.m. to 5:00 p.m. RADY MOM STUDIOS Portrait & Special Occasion Photography ~~~~ 4" (continue to pg. 15) 9 �• ' If» r,:;u llJJf£lR · James Dragon = ~= = Hntm w msmst1tru1w s sil g 9n11~ Lt1Hmilm s msrustrus ti rurunnuilyst§St81Lt1t1HJd1~ s ! um scl s1 rn ms21 il : el el el o 0 0 ~ I I Office Address: tffil~~1NGflGl 132 Warren Street tttn~~1nnt§ilt§ITll Lowell, MA 01852 U9qtfl~n§tfilti~ , I ~ Auto Accidents ""' ; Work Injury mt1utint1dsrn u ___,, Business Loss ~ Mailing Address: P.O. Box 478 Lowell, MA 01853 m GJ1 tit{]'utld § I .,,- GJ1 UHt~ LU t3' ru S faSQJW Criminal Business Law ~ Immigration c~> Bankruptcy Tel: (50S) 459-2575 , l:Fax:(50S) 459-0044 % 10 �ISSUE #9 CMAA'S COMMEMORATIVE EDITION OCTOBER 1999 A Message from the Executive Director Dear Friends and Fellow Cambodians: October 29-30, 1999 will be memorable days for the Cambodian Mutual Assistance Association of Greater Lowell, Inc. (CMAA) as we the board, staff, as well as community members celebrate our fifteen years of existence as providers of social services for the population of Lowell, Massachusetts. The theme "Reflecting and celebrating our past 15 years of success and preparing our community for a better future" is perfectly suitable for such a special occasion for the agency in its fifteen years of service to Lowell's Cambodian-American community. The CMAA has sponsored numerous special events throughout the years including the Cambodian New Year celebrations, which take place in mid-April. The CMAA initiated and hosted the first and second annual Southeast Asian Water Festival, an event that helped the city of Lowell to win the "All-America City" designation from the National Civic League in late June 1999. This special event will commemorate and honor the accomplishments of many Cambodian community leaders, board and staff members, community members, mainstream officials, representatives of funding agencies, foundations, and corporations who have significantly contributed to the CMAA's growth and progress thus far. For the CMAA to survive these 15 years of challenges and to be able to attest to the joy of serving the many hundreds and thousands of members, it is indeed a great time for us all to celebrate this occasion. Yes, this is the moment we all have been waiting for. Like the Noble Peace Prize winner Elie Wiesel said: "Life is not a compilation of years upon years, but rather a collection of moments upon moments." For those of us who have been planning this 15 th Anniversary Celebration and who want so much to make it go perfectly, this event will present a threefold effect. There is the moment to look forward to, the moment to enjoy and, thereafter, the chance to reflect glowingly on moments past. Therefore, and on behalf of the CMAA's Board of Directors and staff members, we would like to extend our invitation to you, friends and community members, to join us at our 15th Anniversary. Once again, we would like to thank you very much for your continued effort in helping the CMAA grow over the past fifteen years. We look forward to working together to further improve the quality of life of the CambodianAmerican community of Greater Lowell, as well as the Lowell's community as a whole. We could not have possibly accomplished our tasks without your help! Sincerely yours, Samkhann Khoeun Executive Director 11 �d 'c, ~~~~~~i~fijffi~G~ USG~iG~jetiG~e~ruG~ 167 DUTTON STREET LOVVELL, MA O 1852 (978) 459-0551 12 �ISSUE #9 OCTOBER 1999 ~- CMAA'S COMMEMORATIVE EDITION trn t1H1n uu rn1 a tg15JLUt9i:i.J l:J. 4JltiL~nrimliti rui mb L i:i.Jtrun : ffinsclna wSwlfit3H1l an i:i.JL(jli:'t1Unri'1 ' "' ~ mmmrum Ci tLGStllifitLGSM rn~~t~mtyi S1fiStG1iri u i-irl4J)StUliUlci 6l gnSrii:i.Jri H ~bt1:lS~Uij'1 Ill. mm1n qjtiru ;;, " _y,. e< tutiatummu " G. ttfotJ sWti Leri t~H:iSffil:ifiG el. ~fiL(jlg i:i.Jruii filmlllfit~ @. G!ibwSwlfi €\S~~i$G2S ttiti'1JUHSt1:l ru HJlCittitiU u u8i:'t1§'1 LUifimmi ~rit~ tutlm.n: ~ ht ru ml.ii Ci '1 <I i:i.Jatumu ~m~amnbtfiti Ut~MJffiS'1 i'1311StLGSt2 t~il5JriJLtit{1S Gllii:i.JbHG'1 u .., L:'t1 rui ill tui tu tc, i ffiML9~ ~ tll. €\S~~i$G~S 9tSjHEi rulU G. ~- ~•- asttiatrun: ' ..,, G1 '1iij tn MH'tl EnbtHt9i:i.Jt~i Ll=iUi-i'13Sltufi tLfiss~dms abmbi~tfilb ·- . fiHSUt!jG'1 q~runL'J-rni:i.J 3ti3mruJG m5ti1ra'1 n i:'tJ ml:i Ht'\! Ul Lunufimfi rnmti~Ui:\11:i'1 .., t~1Qbrlus ttibctltidmri " ~L(jlMtLGSfiG ~ trfl tuG~ti ru "!JlUllUtUii gn8ta1ta3 L:'t1 f!J1 ill lJ ru aj'Ll=i i UtJi:i.Jffil:iH '1 msml.fl:fi!fmi wli:i.Jii:'t11L~b ~l:J. ~mrii:'tJ!!)ill i:i.Jffil:iHt~i tSi:i.Jffil:iH 31fihi:i.Jba tlifittlnb 15Ji:i.JH LfiCiJLfiHJ8tu '1 fiWbt'l~tiru Rfimaru.PmruJ Monorom clients Reading Rainbow, WGBH a~rutmi:id'tu eiJmrui nrni:i.J-HU ~GL9L9llM ,.. co ribi:i.JbHt2i'1 co ... ,, . u:l ru@ bu UQ1 ru .., ~ ~Ill. Jti:\H'tJJMru wlb9i:'t1it!Jtuitu i:i.Jffil:iHt~i Jatilll nm tun i8U9t9i ljilllJ~~fit~i "'9.JC:O = ' ' astrJrumsrn tru9nSij'1 Ci{ij~tfi cJms l11Citi "" ~SbLti:i:'t1ilJ'1 Cl t~HtflLUttl gtinL~ 13 KOMAR DAY CARE CENTER �(tiHl'i~9&1l9 '3fll) '3d. '3@. Gtimt1Hu1Hll "' "' tw1ticl'tuum01 n~1taqJ - €15~!:iiSGiH '3tll. tmin~fm L rn '11 tn GH'ti (t1 lJ qruu~~n~z ufiin~lJ ~GG~UlJ GHUtrJlJijSUlJ '1.itnmrniittmHtU:llJ '1 H1Sttfisrlnn UJltUl lwl Mt~lJ rutm s'11tellJ Un.fllajUtajlJ m., ri "' '11 '1 ., frm ~m umunfiln '"' gmwsiiJttrn= t8Hl7Hl '1.itq!tll '1 qt9')Jti~ri uyuJ~'11~1ri t§ltjtl'itLU tiGrTitut:hcl u ., '3~. t'lJHltiHt§l q~runnfw (978) 970-0401 tMSt~lJtLGS81M'1 ~UfPelUL~ n1rmm HSLUtiji'Jj (978) 970-2404 '1JH8St91'1.i '3~. un tun iJ '11 mri ., ., "' tfl8'11wtutn'1 tfl2:wrnrnri (978) 970-0155 HlAflSNllillrlJ LULU2rlHUlli (IJHtmugutti 9gm miJ L~ ~J(u"JJ ttlitufi)gtut(j €15~!:iiSG~~ u "' o EID. <' M M (978) 970-0409 G l tu HU ti '11 tit(j u 716 MIDDLESEX STREET, SUITE 10 LOWELL, MA 01851 8rl§telllli Afl9 H. QS1g gmlJ!!JtSru '3Ei1gm1 '3~~~ r------------------------------------7 Congratulations CMAA on Your 15th Anniversary 123 Haven Street Reading, MA 01867 Are you looking for a mortgage to buy a new home? Call us at 978.446.9200 EQUAL HOUSING LENDER L------------------------------------~ 14 �ISSUE #9 OCTOBER 1999 CMAA'S COMMEMORATIVE EDITION (continued from pg. 9) ness within the multi-cultural society-America! Today, Lowell is home to the second largest population of Cambodians in the United States. The largest one is in Long Beach, California. According to the 1990 U.S. Census, over 23,500 Southeast Asians reside in Lowell: 18,500 Cambodians; 3,500 Laotians; and 1,500 Vietnamese. However, the real numbers of are estimated to be from 30,000 to 35,000, representing one-third of the entire City of Lowell's population. CMAA's Board of Directors, comprised of community representatives and professionals, provides the organization with an awareness of needs, problems, and changes faced by Cambodian and Southeast Asian refugees and immigrants. In addition, the multi-cultural staff would use their knowledge and experiences to develop flexible and responsive programs. Because of this, CMAA is able to assist hundreds of Cambodians and Southeast Asians refugees and immigrants to reach their full societal and economic potential. CMAA currently manages an annual budget of over three millions dollars and employs some 35 staff members to provide programs and services which serve about 2,500 people annually. Building Development: The CMAA is also working on its building development project, called "The Lowell Trade Center"-a multiuse facility serving Southeast Asian businesses, culture, and community. The Lowell Trade Center will enhance the thriving South Business District and culminate the achievements of Lowell's Southeast Asian residents, which comprise about 30 percent of the City's population. Now finalizing development plans, the CMAA is forging a partnership between private and public interests to carry out this economic development project. This development project is guided by a simple philosophy: The CMAA considers itself to be the caretaker of a gift given to the entire Cambodian community. With due regard for the trust which has been placed in us by the Courier Corp. and by the Cambodian community to use this gift wisely and for the benefit of the entire community, the CMAA will develop the building into a center for the Cambodian community, with tenants selected not only on the basis of profitability, but also based on their contribution to the education, health, well-being and empowerment of the Cambodian community of Lowell. At the end of the building development, 165 Jackson Street should be fully occupied by tenants who offer a range of services needed by the community. The CMAA should derive enough rental income from the project to ensure that it can implement or sustain socially desirable programs for which no private or government funding is available. 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ITT t:i' ,::;i IN 1..1 =i =i u 0, ~ d e,, ' tri'ltu " ~ I I o THE SAAB LAW FIRM AT:rORNEYS & COUNSELORS-AT-LAW Office telephones, area code 978: 454-8421, 454-9121, 454-8511 Louis M. Saab, Esq. Suite234 SAAB building 17 175 Central Street Lowell, MA 01852 FAX (978) 459-3906 �How the CMAA Changed My Life By Kamsort Mao Worker for the Youth Services Program at the CMAA I lived in the Highlands between 1990-1992. I've always been a "little punk". I didn't listen to anyone. My parents never had enough money to buy me my favorite sneakers that cost $100 dollars. So, I got involved with "hangin" with the older guys. They are gang members who I thought were cool because they had money, girls, and respect. They jumped me into the gang. They taught me how to smoke weed, drink 40's, and snatch necklaces from people for money. Everyday, I wore new clothes. In school (the Daley,) the only class that I had problems with was English, because I hated to read. The other classes I managed to pass because they were easy. Until one day when the English teacher suspended me because I swore at him. He said that I smiled at him when he was yelling at the class. While I was suspended I started to do more violent activities. I would walk to school just to beat someone up. I can remember when my dad and my enemies would whip me. One night I got handcuffed by the cops, but was never turned in. Instead, I was put face down on the ground. I was kicked and harassed. I didn't like it when the officer used profanity and tried to search me. My mom lectured me about how she brought me up, and how she fled the killing fields. When I was born, everyone thought that I had died, because I was laying in a refugee hospital for about a week. My mom cried for me to have a second chance. I have two scars on my neck to prove it. The reason I was in a coma was because during the escape my mom had to put wine on my tongue for me to go to sleep, so that the Khmer Rouge wouldn't catch her in the jungle. In 1994, I was in 8th grade; I was looking for a change. All my boys went to the CMAA when it was located on Perry Street. There was a van that picked us up to go play basketball. I talked a lot to guest speakers that had been gang members and had been locked up. Iwas willing to throw away my bad habits and get involved with school and sports. I had a dream that there was going to be a Cambodian NBA player. Even when I'm doing positive things, I still have doubts about safety. My old "Klick" and enemies are still looking for me. So my family moved to Pawtucketville where white people live. I wouldn't go to Lowell High because I was too scared. But this time, all the people that hated me were all locked up. Most of them didn't go to school. Some got married and worked under the table. After I graduated from Lowell High I looked at the CMAA. It's at a new place; there are more youth and more activities. I looked at this and it reminded me, that's how I was when I was 13 yrs old. Lost, and wondering what was going to happen to me now, I succeeded by doing what I did everyday. I see kids now; they're all hard headed just like I was before. I want to tell them that they would be like my old friends if they kept that attitude. My work here at the CMAA in youth services really plays a big change in communication. I have an advantage in talking to the youth. My age is not too far from theirs. I can relate to them some of the experiences that they are going through. I can't be accepted as a role model because I haven't achieved any goals yet. I'm still going to school (college) trying to get a degree in health. I'm hoping one day I' 11 be a health teacher, or a 18 �ISSUE #9 OCTOBER 1999 CMAA'S COMMEMORATIVE EDITION coach. But the thing that motivated me the most was when I looked at the world on the television, in books, and magazines. I asked the world where the Cambodian minority, representing out culture, sports, politics and entertainment were. I am very happy now that the CMAA has programs like these. They weren't available before. I am very honored to have people like Samkhann, Lorraine, Arn-Chron Pond, Sayon and Rithy Uong to service the Cambodian Community. When I came to visit the CMAA, I became interested in working with the youth. I have a brother who is a client here (Yorn Kimsan Mao.) I got involved with the Future Star Summer Camp Program that served more than 100 kids. The program used sports to help prevent young potential from being recruited in to gangs. There are people out there in the world that love to have the opportunity that our youth have. When I was caught up in gang activities no one was there to pull me away before it happened. I think kids should focus on school more and get involved more with sports activities, and join a program that helps them go to college. I have people coming up to me and telling me that they don't know what to do with their lives. That's why I'm here at the CMAA serving the youth. WALSH& CO. ACCOUNTANTS AND CONSULTANTS Auditors and Advisors to Nonprofit Organizations ONE ELM SQUARE ANDOVER, MA 01810 978-474-4667 781-729-7067 (FAX) 978-474-4343 19 �THE DAVIS Companies HUMAN RESOURCE Workforce solutions for both employers and employees. Put Davis to work for you. Several positions available in Finance, Engineering, Information Technology, Administration, Accounting, Manufacturing, and Technical Assembly. Long-term, temp and temp-to-hire positions available now. Call today for an interview. fi U tnfi a DAVIS ma miti,u:3 nyi a ,'1untl s1ti u;iha: u ni fl ti tj tllU ,1 Hl.fl fi -H fi 1 w t:Bn: n1uri,,;n91,Ji;i,viufiutfia DAVIS ,su,,un1t:r1n11 n I I U GIi UGI Waltham 460 Totten Pond Rd. 781 .890.0022 U I C'IU 4A I Marlborough 33 Boston Post Rd. W. 508 .481 .9500 I Burlington 149 Middlesex Tpk. 781 .22.0088 c.Jd Mansfield 800 South Main St. 508.339.8500 Davis Account Staff • Davis Management • Davis National • Davis Temps • Davis Training • Davis Manufacturing • Davis Engineering • 20 �ISSUE #9 CMAA'S COMMEMORATIVE EDITION OCTOBER 1999 The C.M.A.A: ON THE MOVE Over the past two years, the Cambodian Mutual Assistance Association of Greater Lowell , Inc. has grown phenomenally. The Courier Corporation generously donated its former headquarters building, located at 165 Jackson Street, Lowell, Massachusetts to the CMAA. This building, with over 90,000 square feet of floor space on three floors, is valued at close to one million dollars. We have a vision of developing this historic mill building into a "one stop" center for Lowell's Cambodian community, offering social services, professional offices, retail shops, a restaurant and a function hall. The CMAA has made great strides towards making this vision a reality. With the recent addition of the Community Service Employment Program and the Refugee Self-Sufficiency Program, the CMAA has more than doubled its annual budget to over two million dollars. ORGANIZATIONAL PROFILE OF THE C.M.A.A. The Cambodian Mutual Assistance Association of Greater Lowell , Inc. is a nonprofit social service agency dedicated to the design and implementation of programs to improve the quality of life for the Cambodian-American community of Greater Lowell, which numbers approximately 30,000 people. A fifteen member Board of Directors governs the CMAA. All of the members of the Board of Directors are elected directly by members of the Cambodian community at the CMAA's annual meeting. The "owners" of the CMAA are the Cambodian community itself. All persons who register as members of the CMAA are entitled to vote. Membership in the CMAA is open to anyone interested in the welfare of the Cambodian community of Greater Lowell. There are no dues or membership fees of any kind for members, so that all members of the community can participate in the affairs of the Association. (Continue to pg 27) ESL clients, with teacher 21 �Dear Award Recipients: Congratulations! On behalf of the board Elizabeth Borden and staff members of the Cambodian Mutual Assistance Association of Greater Lowell, Inc. (CMAA), I am writing to inform you that you will be presented with an award at the CMAA's 15 th Anniversary Celebration. This memorable occasion is scheduled for Saturday, October 30, 1999 at the AmeriLess Chisolm can Textile History Museum located on 491 Dutton Street in Lowell. Your roles as active community leaders and your continuous support, involvement, and generosity towards the Cambodian Mutual Assistance Association and the Cambodian American community have distinguished you recipients of the various awards given out for the 15th Anniversary celebration. Again, congratulations on your nomination. I look forward to continue working with you to further improve the quality of life of the Cambodian-American community, as well as the community as a whole, in this coming millennium. Sincerely yours, Samkhann C. Khoeun Executive Director CMAA Board of Directors Election, October 16, 1999 22 (l-r) Mayor Eileen Donoghue; Christopher T. Gates, President of National Civic League; Samkhann Khoeun, Arn Chorn-Pond of CMAA. �CMAA'S COMMEMORATIVE EDITION ISSUE #9 OCTOBER 1999 1. 2. oundation land Shaw Foundation THOSE IN PUBLIC SERVICE WHO HAVE SIGNIFICANTLY CONTRIBUTED TO THE GROWTH OF THE CMAA Honorable Martin T. Meehan, U.S. Congressman, 5th District, Massachusetts Honorable Eileen M. Donoghue, Mayor of the City of Lowell Honorable Mark L. Wolf, U.S. District Judge 23 �STAFF/ c=o ~~ru~ ~~ ADMINISTRATION Samkhann C.Khoeun, Executive Director Sothea Chiemruom, Deputy Director Thirith Hut, Fiscal Manager Joseph Sexton, Development Director Sophy Theam, Executive Secretary Ronnie Mouth, Administrative Assistant Hoeun K. Tang, Receptionist VOLUNTEERS ELDER SERVICES PROGRAM Holy Khut Thy Erika Chey, Program Coordinator Les Chisolm CITIZENSHIP ASSISTANCE PROGRAM YOUTH SERVICES PROGRAM Samuel Sok, Program Coordinator Lorraine Cordeiro, Program Director Instructors: Ang Pheng, Chhorvy Chhay, Hong Net, Timothy Mouth Arn Chorn-Pond, Coordinator of Arts & Culture Sayon Soeun, Criminal Justice & Peer Leadership Coord. COMMUNITY SERVICE EMPLOYMENT Sak Seang, Khmer & Peer Leadership Instructor George Clark, Program Director Rany Him, Traditional Dance Instructor Paul Yin, Assistant Program Director/Job Developer Phan Bin, Traditional Music Instructor Bora Yi, Case Manager/Outreach Worker Kamsort Mao, Youth Advisors MONOROM FAMILY SUPPORT PROGRAM Tony Roun, Youth Advisors Brian B. Chen, Program Director EMPLOYMENT SERVICES PROGRAM Maridy You, Case Worker Margaret Lavyn Tham, Program Director Samnang Mam, Case Worker Vincent Bona Un, Job Developer/Case Manager YOUNG PARENT PROGRAM Debra Pov Ye, Job Developer/Case Manager Alison Gervais, Program Director/Teacher KOMAR DAY CARE CENTER Lillian Pelletier, Program Assistant Montha Oum, Director/Teacher Terry Troutt, GED Instructor Neda Nou, Assistant Teacher ENGLISH FOR EMPLOYMENT PROGRAM AQUACULTUREPROJEC~ Danny Div Danny D. Div, Program Coordinator/Teacher BUILDING DEVELOPMENT MANAGER: Daniel Bumegin 24 • �ISSUE #9 OCTOBER 1999 CMAA'S COMMEMORATIVE EDITION "Reflecting and celebrating 15 years of success and tier future" • prepar,ng our th &Dinner 15 Anni 6:00 p.m. 7:00 p.m. Welcoming Remarks by Mr. Chanrithy Uong, President of the Board of Directors 7:05 p.m. Guest Speaker Mayor Eileen Donoghue, City of Lowell 7:10 p.m. 7:20 p.m. Dinner Remarks by Congressman Martin T. Meehan 5th District, Massachusetts Traditional dance and music performances 8:10 p.m. Remarks by Mr. Tem Chea, MSW Advisor and Community Leader 8:40 p.m. Community Achievement Award presentation 9:30 p.m. Closing Remarks by Mr. Newell Flather President of the Theodore Edson Parker Foundation 9:40 p.m. 11:30 p.m. Dancing with live band Reaksmey Chantre Program concludes 25 .~ fsil ~ r:, �Cambodian Network Council ~~~~~i~Gt~~MS~~Ag$~es5~W~~w~8 Bringing the Community 'Ibgether t:o Build for the Future "Best Wishes to the CMAA on your 15th Annivers~ry!" Grand Openinatt! BORATH L. MEN Insurance 5?lEJency AUTO/ HOME Office Hours: Monday - Friday, 9:00 a.m. to 5:00 p.m. and Saturday, 9:00 a.m. to 12:00 p.m. ffiffmsmmiir.fr~37~fi: §~gnstw~i fj7SfJ7UtUFitZfi'urfs §ct &BEJO " ' Ji'JEJ~~~'1 I <,I 'i-J • ....., C <,I UI u1ru-ttm1tffm1 d ~:00f&1Fi u t:JM * tri'urfs t:Jci ruMrn' trii~~:oo IU C <,I C EJ®:00 tffffi~'1 c,[.j rffn t:Jci ti:oo m1a ?uttufi t?tih~ U C C urlt&1M&t:3Mtm?Fi11Fi@mm1mmiiu1~ tm?Fi-UFi OJ -.:, OJ t 1n au~ Lff7!'}cl g~ W7 ~ i uufffi tr.ffrIJm au~ n:;1 ff Lr.Jr.ii Bmff MJ ru-fi ~ '1 (" ,J I .J .J &7fiff7Sf.Jt[!fffiJfffi7Fi@~ fi1ff£f1M~ f!UMW§'S37~tLFi7fftS:'1 We offer: For more information -Monthly installments -Low down payments -Discount for safe drivers -and much more Call (978) 250-1264 or stop by 60 Chelmsford Street, 2nd floor Chelmsford, MA 0 1824 Use Rear Entrance 26 �CMAA'S COMMEMORATIVE EDITION ISSUE #9 OCTOBER 1999 (Continued from pg. 21) <..; FUNDING AND FINANCES CMAA's revenues are a mixture of grants and contracts from the United States, Massachusetts and local government and private foundations. In the past year, funding has come from the Massachusetts Cultural Council, the Massachusetts Office for Refugees and Immigrants, the Massachusetts Department of Social Services, the Massachusetts Department of Mental Health, the Massachusetts Department of Mental Retardation, the Department of Education, the Department of Transitional Assistance, the U.S. Office of Refugee Resettlement, The City of Lowell, the Greater Lowell Regional Employment Board, Elder Services of the Merrimack Valley, Inc., the Theodore Edson Parker Foundation and the Gardiner Howland Shaw Foundation, as well as the generosity of many private individuals. PROGRAMS The CMAA offers services to the Cambodian refugee community of Greater Lowell through a number of programs, including: Komar Day Care which provides a supervised play and learning environment for children from the ages of2 years 9 months up to 6 years old. The children have fun, learn self-control and develop their social skills. Specialized supportive care is provided through the Massachusetts Department of Social Services. Youth Services Program for at-risk and gang-involved youth provides a safe environment for young people. Activities include traditional Cambodian dance and music classes, kick-boxing classes, the Tribal Souls House Dance Troupe, poetry classes, Khmer language instruction, and a homework club. The program staff offers counseling and crisis intervention services. The Monorom Program assists families with developmentally disabled children by providing case management, respite care, counseling, and recreational and educational opportunities. English as a Second Language teaching spoken English and reading and writing skills. Students are also provided with support services and a supportive environment to help them attain self-sufficiency. Young .Parent's Program, both for Welfare to Work clients and young parents. Citizenship Classes and Assistance providing clients eligible for citizenship with education on American history and government, as well as assistance with preparing and filing the necessary forms to apply for U.S. Citizenship. Southeast Asian Environmental Justice Program offers young people training in environmental issues which they share with the community. The Environmental Justice program recently sponsored a successful regional conference on lead paint poisoning treatment and prevention. Khmer language and culture classes provide an opportunity to preserve traditional Cambodian culture, as a legacy for future generations of Cambodian-Americans. Community Service Employment Program provides subsidized employment opportunities, which benefit employer and employee alike by allowing employers to hire a worker while being reimbursed for the worker's first year's salary or wages. Workers receive training and job skills, and employment which continues after the one year subsidy, while employers reduce their labor costs. Employmen~ services, (refugee self-sufficiency) including job-readiness training and resume writing and job search assistance, and placement services. Elderly Outreach offers older Cambodian Americans transportation, translation, exercise classes and recreational programs. Through these programs, the CMAA serves over 2,500 clients annually. 27 �email: merrimack@ne 660 Middlesex Street Lowell, MA 01851 Fax: 978.453.8525 Office 978.453.8525 Car Ph. 978.590.4555 Home 978.454.61 n l'lllnlN•t•..... Auto. Sports. • • itm:t11rionu1 itm:t11riur1ni~~uqm1 nii nJl rul ru~ 3 tUniU oorumschruintisruri . ru'ittBlri°hHff U .., G n Ult ru1 Rt:f • UHIH\Jl GMGUl: n • Gnn°U3U '1ill'1 • • • • • I II .H Dr. Brian Culliney tel: 978.458.6620 Chiropractic Physician fax: 978.458.6671 I ... I Work Accidents. Muscle Injuries. q I 41 O School Street, Lowell, MA 01851 28 �CMAA'S COMMEMORATIVE EDITION ISSUE #9 OCTOBER 1999 ...s t::::y e:::;, t:::9 G~..58:i~~~~e~ n ~ Uniting Community to Health Care r' .,J Yft.JJ ru cy s m ~ nJtn i:, Y s t,ry ~ fiJ &~ ru u tU cih~ U:Ul ii ti ii tf! UiUrl @ t~ mm m ti Hl R! 8mt1 2il NU tlJl Gl ruu1 ti~ rni CtJB U trQ 8] 91 ri 9 tl lli 'h ~ ~ ~ ~ -~ I BiiBUQ ruR!Bm t1 cutntiBRff!il~Uru'1 truum m~~ruiit§iwltLGR mii u o o~ et e!!, e!!!o 1!!!!!io et '\ii IO et sum~ ruutnrui iiijiitm rutBLei Ru tm ruaR tieitl ~ Rm ULGl iiGruJ rum Lf1BffiAfUijiit~ru ... .... l:IJl4HU~Brn 1:1a~ WJm wfiutnu .... ny1ffointil~tfl Bt~tm: .... tty1fi~tumrimf!J'1fUq] MassHealth, Medicaid .... tty1fi~ru~l'l9 .... ~8CiJ8tll:ljltjHUw~m:~tl8tltnti9tttmHt~H .... ny1fitlt18sfUHltmJ .... ny1fil:ljlt;llliijttt£!)j8~118tltttt)tlt£!JjRtl:!Jtlj .... ny1fitr:rnm HUlf!1Ct1U .... ~8Cij8tll:ljltjllliw~mmmt .... ~8£tJllinH8tll:ljltjlrutnti HIV/AIDS .... ny1fi~m~aw~aun1mm:fitlrt1JB .... ny1fid~tut4titumuijhru .... ny1figtigrufitld~tu~11t;11 auiru~SmHUf1JuttiH~tt~8rn1:1°~rn1... 0 r' .,J Y ft.JJ ru h7 9 J77 ~ n5 tf1 l:l Y S t,ry ~ fij &~ ru u Lowell Community Health Center, Inc. 585-597 Merrimack Street, L_ well, MA 01854 o Phone (978) 937-9700, Fax (978) 970-0057 fl Bi 6U fi 6tn ell! fl Bi 6U fi 6tn ell! tH\J1 ru fd 9 liHl ti ,J fl U'111f":1ruuutht1a69 f a ~ i:J''-t' ~ ill ,u r; ,ai fill n,u, 1:1uats I a, ,Suail!Jooos,~u s ,a:! I GI GI ~ I I eBlevlariiae:n"ageFAikarD Y~nH;ln5Jtiln5¾ &~fi~F3ru&~fl!LFi ti&YJ.t!i ~:ootiin-cY:OO~tJ ~tJ&~H~is.t!i&~fflUl tlijfi ti &Yl-l!i cY: OO~tJ-d:ooruu &~ti'~, H~i, fflUltuJfi s~&~fl!LFi ti&YJ.t!id:moL~n-cY:oo~tJ &tJGlti Cl ti&YJ.t!i~: OOt~Fi-cY:OOrultJ &tJH~is.\!itG'IUl tutfi ti&YJ.t!i cY:OOrultJ-d:OOtlJU U L.:'i cJ C.. C. F"I C.. &UFiGiSftfOYYSnJftilt\!S-l!ifiS&Fi.\!i&r.t!inru&u&ruifli&Yl-l!id:moi~fi t3ru&YJ.t!i~l!J:mo&tJffi~ cJ c.. i.t u ..... tJ l.,j c.U ,airui!sm~msrnm.mfigum~s&@jru! c., I 29 �SINANUNG SAi.£ REPRESENlllTIVE Michael Vann with Monorom children during Halloween Party 3l7Westford Street ,; ; Lowell, MA 01851 ,.,,iBUS: (978) 459-9755 - -; RES: (781) 862-4688 30 �ISSUE #9 CMAA'S COMMEMORATIVE EDITION OCTOBER 1999 aMessage from t~e President Fifteen years ago, many Cambodian refugees including Mr. Sunly Sokh, Mr. Socheath Van, Mr. Chitravuth Hui and Mr. Hom Hun, formed the Cambodian Mutual Assistance Association of Greater Lowell, Inc., to help their fellow Cambodians adjust to life in America. They had no money, one office in the International Institute's offices, and many people who needed their help. Today, the CMAA has a staff of over 30 people, an annual budget well over two million dollars, and a historic 90,000 square foot building which is being developed into a one stop cent~r that will be an asset for the whole Cambodian community of Lowell. The road from the office on High Street to the building on Jackson Street has been a long one, and we have overcome many obstacles to get where we are today. We owe a great debt to the many people who have worked long and hard to get us where we are today. This group includes the many community members who have served on the CMAA's Board of Directors, who worked long hours with no pay to give the organization direction. It includes staff members who worked long hours to serve their clients. It includes many funders, public officials, and others, both Cambodian and American, who came forward to help us with our work. We have made a real difference in the lives of many members of our community. Many people are working at jobs they found with the help of the CMAA's employment programs. Many young people have been helped to reject a life of hopelessness and gang involvement, and to choose a life of productive and healthy activities. Many of our older community members have been taken care of by the Elderly Outreach program. We have helped people become citizens, to get their GED diploma, to better their lives. Thousands of Cambodian people in Lowell can say that their lives are better because the CMAA was there. While we have much to be proud of, there is still much to do. There are still many Cambodians living in poverty. There are still Cambodian youth in gangs. There are still many who have not become citizens, who are shut out of the political process. During this year, the Board of Directors and the staff of the CMAA have devoted a great deal of time and effort to producing a CMAA Lowell All-American delegation, June 1999 strategic plan to guide us through the next five years. Through this plan, we will build the CMAA into a stronger, more effective organization. We will make a difference in many more lives. We will make our vision of a unified, self-sufficient, economically strong, educated and empowered Cambodian-American community which cherishes our traditional culture and values while embracing American cultures a reality. This success will be a success not of a small group, but of an entire community. The CMAA is truly a mutual assistance association, in which we all help each other. All members of Lowell's Cambodian community have a share of the credit for this work. We have all achieved this success together. I hope that we will all continue to work together, to achieve the goals we have set for ourselves. 31 �Reflecting on the CMAA's Work: Its Existence and Services... By Samkhann Khoeun, Executive Director Vision: The CMAA envisions a unified, self-sufficient, economically strong, educated and empowered Cambodian-American community which cherishes our traditional culture and values while embracing American cultures. The CMAA also envisions itself as a resource center for Cambodian-Americans and other ethnic minorities throughout the United States for generations to come. Mission: The CMAA is dedicated to improving the quality of life of the Cambodian-American community of Greater Lowell and other ethnic minorities through educational, cultural, social, community and economic development efforts. July 20, 1999 marks the 15th Anniversary for the Cambodian Mutual Assistance Association (CMAA) of Greater Lowell, Incorporation in Massachusetts. At the same time, it also marks the 19th year that the Cambodian American community has lived in Lowell. Most Cambodians who came to Lowell escaped from the world's worst genocide, the Khmer Rouge regime (April 17, 1975- 1979) and the Vietnamese invasion of Cambodia in early 1979. ''There is no other refugee who came to America with the fewest possessions like the Cambodians," according to the studies of the Federal Office of Refugee Resettlement. During draconian Khmer Rouge regime, the Cambodian population were entirely stripped of their cultural milieu: intellect, religion, education, and family values. They were forced to witness senseless killings of their family members from starvation, diseases, forced labor, massive destruction of their cultural, educational center and marketplaces. Followed by lengthy stays in overcrowded refugee camps, the Cambodian refugees often received the cruelest treatment. This included beatings, shootings, rapes, and robberies by the drunken Thai soldiers who were hired by the UNHCR (United Nations High Commission to Refugees) to protect them. The endless endurance of war-torn activities, extreme hardships, and the lack offamiliarity with the American culture when they first settled further exacerbated the syndrome known as Post Traumatic Stress Disorder (PTSD ). There has not been any program established to address these issues nearly twenty years after their resettlement in Lowell, Massachusetts. Yet, the Cambodians refuse to give up their dreams and hopes of rebuilding a new life again here in America. In the early 1980's, many of them came together to build their first cultural institution called Watt Khmer, or Khmer temple. Later on, and with much support from non-Cambodian individuals and organizations alike, they came together again in 1984 to establish the CMAA. Cambodian refugees came to Lowell because there were plenty of manufacturing jobs-jobs that required little English skills, affordable housing, and of course, Lowell has always been a gateway city for immigrants. The federal office of Refugee Resettlement's philosophy of"Mutual Assistance Association" (MAA) places emphasis on resettling large refugee families together in American urban and industrial cities so that they can also establish some sort of support mechanism to help one another. Today, a lot of other ethnic (continue to the next page) 32 �ISSUE #9 OCTOBER 1999 CMAA'S COMMEMORATIVE EDITION Children preparing food for Khmer New Year (continued from previous page) refugee groups have formed their ethnic mutual assistance associations across America. These groups are also referred to as Community Based Organization (CBO), because they have integrated slowly into communities and take part in many community actions with many mainstream service agencies such as the YWCA, YMCA, religious congregations, community action agencies, and community development agencies, just to nameafew. In the early years, the CMAA focussed on immediate needs such as helping people with housing, enrolling children in public school, providing English as a Second Language (ESL) classes, employment services, translation, cultural and social adjustment to their new community. Today, the CMAA provides comprehensive programs and services serving not only Cambodians, but also Laotian, Vietnamese, Latinos as well as other minority groups in the Greater Lowell area. More than 2,500 people are served annually by the CMAA. The CMAA has come a long way, from its first small office at the National Institute of Lowell on 79 High Street, financial assistance of $5,000 from the Massachusetts Office for Refugees and Immigrants, to its former offices located at 125 Perry Street in Lowell. With funding coming from federal, state, municipal foundations and corporations, the CMAA today has an annual budget of nearly three million dollars and over 30 staff members. Today, there is so much to be proud of. Over the past two years, the CMAA has grown phenomenally. The Courier Corporation generously donated its former headquarters building, located at 165 Jackson Street, Lowell, Massachusetts to the CMAA. This building, with over 90,000 square feet of floor space on three floors, is valued at close to one million dollars. The CMAA envisions the development of this historic mill building into a "one stop" center for Lowell's Cambodian community, offering social services, professional offices, retail shops, a restaurant and a function hall. The CMAA has made great strides towards making this vision a reality. 33 �Best wishes to the Cambodian Mutual Assistance Association on your 15th Anniversary Celebration!! POINT CROSS YALE Properties USA 900 Cheln1sford Street, Lowell 34 �CMAA'S COMMEMORATIVE EDITION ISSUE #9 OCTOBER 1999 750 Merrimack Street* Lowell, MA 01854 Tel: (978) 970-5567 Fax: (978) 441-1611 *We have relocated on 750 Merrimack Street, across from the big Catholic Church . 35 �Lowell'~ Cambodian-American Community Lowell experienced a 117% increase in its foreign-born populations between 1980 and 1990. Much of this increase was due to the large numbers of Southeast Asian and Latino families who were attracted to resettling in a multi-ethnic city with a promise of economic opportunity. Today, Lowell, Massachusetts is home to the second largest population of Cambodian refugees in the United States. According to the 1990 U.S. Census, the Southeast Asian population of Lowell totals 23,500, broken down as: 18,500 Cambodians, 3,500 Laotians and 1,500 Vietnamese. It is believed that these groups were under-counted due to linguistic and cultural barriers. It is also believed that those figures have increased significantly in the past 9 years. The CMAA currently estimates that there are approximately 30,000 Cambodian refugees living in Lowell and its immediate suburbs. The census information shows that the Southeast Asian population of Lowell faces severe economic difficulties. Twenty-six (26%) percent of Cambodian families in Lowell are headed by a single female. The average size of Cambodian families in Lowell is 5 .03 persons. Only 46% of Cambodian males and 22.6% of Cambodian females over age 25 have completed high school. The average per capita income for Lowell's Cambodian population is $6,250.00, and 42.6% of Lowell's Cambodian population lives below the established poverty level. Only 46% of Lowell's Cambodian people are in the workforce, in contrastto the national average of 65 % . Nationwide, the 1990 census showed 247,400 Cambodians in the United States, including 140,000 children or adolescents. Further, 72,000 Cambodian refugee adults have had less than an elementary school education, and are able to communicate only marginally in English. These economic difficulties are compounded by the trauma that the Cambodian refugees have suffered. Lowell's Cambodian refugees are survivors of a series of traumatic events, beginning with a civil war that lasted from 1970 to 1975. A communist victory in the civil war resulted in the murderous Khmer Rouge regime of 1975 to 1979, during which approximately two million Cambodians were killed outright or died from forced labor, starvation and untreated disease. This period of intense suffering ended with the invasion of Cambodia by Vietnam in 1979, and the ravages of another war. Those fortunate enough to escape Cambodia when the Vietnamese invaded then endured years of life in overcrowded refugee camps, before coming to the United States. Lowell's Cambodian Americans are still feeling the cumulative effects of this series of traumatic events today. Khmer Health Advocates, based in Hartford Connecticut, estimate that 60% of Cambodian Americans suffer from post-traumatic stress disorder. A doctoral candidate at the Harvard School of Public Health studied the rate of severe depression among Cambodian Americans living in Lynn, Massachusetts. The depression rate for Cambodians was ten times the national average. 36 �CMAA'S COMMEMORATIVE EDITION ISSUE #9 OCTOBER 1999 Lowell Communify ~u~lit t~~rt~r ~t~~~ Our Mission Lowell Community Public Charter School prepares children for high academic achievement by providing a supportive, challenging, multicultural environment that integrates the strengths of Lowell's diverse communities and cultures. Distinctive Features: ✓ An extended school day (starting in year 2000) and a 200-day school year (starting in year 2001 ) ✓ Full-day Kindergarten ✓ Small class size, team teaching, and teachers stay with students for more than one year. ✓ Early reading intervention and in-school tutoring available to all students ✓ 8 week assessments of student progress and MCAS test preparation ✓ Computers in every classroom ✓ Emphasis on learning or maintaining a 2nd language ✓ Emphasis on the history of immigrants in America and on the cultural knowledge of Lowell's diverse communities ✓ Counseling and special needs services ✓ Close working relationships between families and the community Cambodian Boy playing khim (dulcimer) P.O.Box 1773 Boy and girl in traditional costume -------------------· : I I I I I I Congratulatfons C/1fAA on Jot.r 1Sth Ann;r,erS:J'Jj : Department of Social Services I 33 E. MerrimacR St., Lowell, MA 978.275.6800 I I Qpen your home I and taKe a Child to heart I I 1 Become a foster or adoptive parent 1 ·------------------· 37 _____,, Lowell, MA 01853-1773 978.323.0800 Saturday, November 13th , 1999 2 - 6 p.m. Eliot Church Meeting Hall 273 Summer Street �(continued from pg. 15) GOALS AND STRATEGIES CMAA will pursue the following goals and strategies over the next five years. Program Goals and Strategies: Continue its social services, educational and economic development efforts: Preschool Education-Komar Day Care center Monorom Family Support Services Youth Services Program Young Parents Program Community Services Program Employment Services Program Cultural Enrichment & Development Program Citizenship Education & Assistance Program Work-base English program ESL/Adult Basic Education Program Community Computer Lab and Training Urban Initiative Project-Fish Farming Continue the commercial revitalization of the Courier Building into a "One-Stop" Center for business, cultural, social, educational and community Center: Access additional sources for building development projects Pursue the development of Lowell Community Charter School Pursue the development of West-Meets-East Center Pursue the development of the S.E. Asian Restaurant Pursue the development of the multipurpose function hall Pursue the development of the Youth & Family Center Pursue the restoration of the historic facades of the building Engage the City of Lowell government to improve the infrastructure, such as side-walk, Street light, tree, and parking arrangement. Develop new programs to serve unmet needs of the community. Begin a housing advocacy initiative to aid the many community members now living in substandard housing; Offer family strengthening services to treat intergenerational conflict through a holistic, family centered approach; Move the aquaculture project forward from a demonstration project to a viable community food project providing jobs for workers with agricultural skills; 38 �ISSUE #9 OCTOBER 1999 CMAA'S COMMEMORATIVE EDITION Offer services to prevent domestic violence and to aid victims of domestic violence in our community; Provide assistance with routine immigration matters, such as applications for travel permits and replacement of lost alien registration cards; Expand our existing center-based daycare to include a network of family based daycare providers; Supporting Goals and Strategies: Strengthen CMAA's financial base Development and implement annual fund-raising plans for operating and program support. Access additional financial sources for building development Development and implement capital campaign for Youth and Family Center Diversify organizational financial support for social, educational, economic development and building development project. Pursue historical tax credit eligibility Strengthen board and staff development Implement board and staff training programs Clarify board committee roles and relationships between staff and board committee Review and update personnel policies and benefits program Implement annual staff appraisal Implement annual evaluation of board of directors Organize annual staff and board retreat 5. Organizational Capacity Building Develop and increase organizational capacity Chhay-yam (drum) players and Lady Chath Create appropriate mechanisms for organizational growth Develop communication skills for public relations and media campaigns Increase organizational visibility Review the corporate Bylaws and make necessary changes to the composition and method of selecting members of the Board of Directors to strengthen the Board, and other changes needed to make the bylaws conform to the vision and mission statements of the organization (continue to pg. 41) YPP students studying Monorom clients learning traditional music 39 �JOHN J. KING ATTORNEY AT LAW 'a ~GijGmnt?U€\Sij 2.1 ~ 'Bl ~'q~mn~ erri tiJrn ~t~~ 0. .., ~ 0. fil~~'CT~tLrn~ ~~eitm tl}g=tn~n~~ """ n1sCiS'JreasrasotsiS!tscC)£as-JGS!t~rems~asrruir=;-~r=;~ss1otitrniS£C~% &.I • iiJliiiii§llllil ru a i!illii!ii~G'lii§'lni~Bi'iiJii] .... • • • • &I U IMMIGRATION LAW ALL PERSONAL INJURIES tt,ffi:~r\mnmu1 tlrur;tlrn@2rn tfffi:mr\tilnfaeittfil~ l.J tt,ffi:~r\tilfit~eittlJeJ~ inflthm tm-ai5fttsi .,, ,n Ly1r\tl~tmi;-irnt;Fil~@21;F\r; ~2t5,tj{~Emlitl;'it~eiii¾rn1:y12rJtm • C9' C\t AUTO ACCIDENTS • H • i>, r" DEFECTIVE PRODUCTS • CONSTRUCTION .ACCIDENTS • SUP&FAU • WRONGFUL DEATH • WORKERS COMPENSATION • d NO FEE UNLESS SUCCESSFUL 'iifllll!iiuii FAMILYLAW • • ly1r\~rfl~fj2 CHILD SUPPORT DIVORCE ii ri o1 ii q ,n ii 1!!llil ii m ru BANKRUPTCY iiJlll ff m1ru ii§~ REAL ESTATE LAW m1gmr.ijrui§na'ifii!ii'§ CRIMINAL DEFENSE 148 LAKEVIEW AVENUE LOWELL, MA 01850 Tel: (978) 458-9499 Home: (978) 640-2510 40 �ISSUE #9 OCTOBER 1999 CMAA'S COMMEMORATIVE EDITION (continued from pg. 39) J-->tJ ~' ,.:,f lPIJ:t ~' PROGRAM PRODUCTION .: t Family & Youth Services Number of people to be served 1999-2000 2000-01 2001-02 2002-03 2003-04 Komar Day Care Center MonoromFamily Support Youth Services Program Total 50 50 175 275 80 85 350 515 90 100 500 690 70 65 250 385 75 75 300 450 Educationffraining Program 1999-2000 2000-01 2001-02 2002-03 2003-04 Young Parents ESUAdult Education Citizenship Education Computer Training Job skill training Workplace English Total 45 50 200 45 45 75 460 55 75 350 75 90 110 755 65 85 265 90 130 135 770 75 100 275 100 145 150 845 Employment Services 1999-2000 2000-01 2001-02 2002-03 2003-04 Self-sufficiency program Comm. Services employment Total 170 42 212 230 150 380 250 175 425 275 200 475 50 65 235 65 75 90 580 200 110 310 Arts & Cultural Program 1999-2000 2000-01 2001-02 2002-03 2003-04 Khmer cultural dances Khmer traditional music Modern dances Videography Media arts Native language education Special events Total 45 15 35 75 30 75 20 30 55 1,750 2,035 90 110 50 100 30 10 20 35 1,200 1,360 65 20 50 15 25 45 1,500 1,720 40 80 25 35 65 2,500 2,835 40 75 3,500 3,905 Economic Development 1999-2000 2000-01 2001-02 2002-03 2003-04 Urban Aquaculture Multifunction hall S.E. Asian Restaurant Economic development training Total 25 0 0 0 25 65 5,000 30 50 5,145 80 6,500 35 60 6,675 110 7,500 40 45 3,500 25 30 3,600 70 7,720 Building Development 1999-2000 2000-01 2001-02 2002-03 2003-04 Charter school East-West Health Center Family & Youth Center Training center Comm. Computer Lab Elderly Center Total 300 150 0 50 150 100 750 350 250 200 100 200 150 1,250 375 300 250 150 250 175 1,500 380 320 200 150 75 175 120 1,040 41 400 300 175 300 190 1,745 �,=, ~~;~~m - ACKNOWLEDGMENT We wish to express our deepest gratitude and profound appreciation for the following funding agencies, foundations , and contributors, whose support had inspired and enabled the Cambodian Mutual Assistance Association to serve hundreds and thousands of desperate refugees and immigrants from Southeast Asia and others: Federal Government Agencies U.S. Office of Refugee Resettlement U.S. Dept. of Agriculture 0 - til#,_ SP •• • • t, State Government Agencies Massachusetts Cultural Council Office for Refugees and Immigrants Department of Social Services Department of Mental Health Department of Public Health Department of Mental Retardation Department of Education Department of Transitional Assistance Office of Child Care Services Massachusetts Development Massachusetts Service Alliance Massachusetts Historic Commission Very Special Arts, Massachusetts . · •. 1· ·. ' t . M ,\SSACHUSEtfS ClJt'fURAl CoUNCIL Regional Government Agencies Elder Services of the Merrimack Valley, Inc. Greater Regional Employment Board Office of Employment and Training University of Massachusetts Lowell University of Massachusetts Boston Tuft University City Government Agencies Community Development Block Grant Community Enterprise Lowell Cultural Council Lowell Community Health Center Lowell Public School Foundations & Corporations Courier Corporation Freeman Foundation Theodore Edson Parker Foundation Gardiner Howland Shaw Foundation Red Auerbach Youth Foundation Boston Foundation Greater Lowell Community Foundation BankBoston Saint Memorial Foundation Asian American Unity Fund And many more individuals, businesses, and agencies. 42 �CMAA'S COMMEMORATIVE EDITION ISSUE #9 OCTOBER 1999 --------------------- •::--~~e~~~ ~ruSe---:: -------------~ ------------~ Lowell Walk-In Medical Center Dr. Tamaren, M.D. a Certified INS Civil Surgeon 1230 Bridge Street Lowell, MA 01850 978.235.8600 call for appointment 43 �FUNERAL HOJ-.fE, INC •1l , o'. . cM".DDl! ESEX ST. O I 1 -CHELMSFORD ~~5"i JAMES F. DOLAN JAMES F. DOLAN II • tlt1Ltiticlts) • rn smstlsil 9nw1as sa msttjUGtE:f rum n9il sil I o ~ I I I U e!:> 4 E I 8 ~~ 0~ HJ'llil :mti ~i I J! 4 I I.ti = .!! 0 ~ NI 44 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml19" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml19</a>. Description An account of the resource This collection includes digitized issues of the Cambodian Mutual Assistance Association of Greater Lowell, Inc.’s bilingual magazines <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em>. <br /><br />The collection is completely accessible on this site.<br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml19" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml19</a>.<br /><br />Note:<br />Additionally, digitized issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> from the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection have been added to the Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007 Omeka collection so that issues of <em>Khmer Lowell</em> and <em>CMAA Lowell Magazine</em> may visually appear together when browsing in Omeka.<br /><br /><br /><br />--------------------------<br /><span>SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea.</span> Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Publications, 1997-2007. UML19. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource CMAA Commemorative Book 1999 Subject The topic of the resource Nonprofit organizations Description An account of the resource CMAA's commemorative edition of Khmer Lowell Magazine, issue #9, October 1999. This publication has 44 Pages and focuses mainly on the topic of the Cambodian Mutual Assistance Association of Greater Lowell, Inc.'s 15 anniversary, including: their strategic plan, CMAA's accomplishments in their 15 years, the upcoming anniversary dinner and award recipients, and stories of CMAA's impact on individuals. Creator An entity primarily responsible for making the resource Cambodian Mutual Assistance Association of Greater Lowell, Inc. Source A related resource from which the described resource is derived Cambodian Mutual Assistance Association of Greater Lowell, Inc. Collection Publisher An entity responsible for making the resource available Cambodian Mutual Assistance Association of Greater Lowell, Inc Date A point or period of time associated with an event in the lifecycle of the resource 1999 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 44 pp. Language A language of the resource Khmer English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml22_khmerlowell_issue9 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 1990-1999 Cambodians Periodicals https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/870defb6675cbd90b4c63cf2f66c2175.pdf?Expires=1785369600&Signature=qiNUvZ4WMBk%7EtI7GnLDqRKMUfFmliMtZAhyPzUhr3jhCL43xHOVCQEkMJBaHuV%7Ep6uVIzXFV7KOL9ngcMfxWPAnrqC0fT2aaoME6IfFFsVk98OCLFwA6aDok500BLocWkn4QV1bqdguAxEmtASk%7E7jPcpBYVARc925kMre3YhupZvi4TW7ix18vD0uQnR2ssmu8NldeKtuYe%7EBVU5w4r7xMJULvvAUYCuLoFj0wkDBcOAHGQolzHEbG6OmtACdN1lj583WLkuDgZF583pJOtSej4qP27mbrqHQClQkkOBhhdqb2F%7EOKHiE4fZTjT21Pb33ZW0X8RUw%7ERhRekAMvTLg__&Key-Pair-Id=K6UGZS9ZTDSZM 6c3b6f4f895baab4ffd5c95717be810a PDF Text Text SOUTHEAST ASIAN DIGITAL ARCHIVE (SEADA) SUE J. KIM, FAHSS ASSOCIATE DEAN MEE XIONG, ARCHIVIST The Past Goes 'Modern' Digital History Projects at UMass Lowell Digital Commonwealth January 15, 2020 Learning with Purpose �WWW.UML.EDU/SEADA Learning with Purpose �SOUTHEAST ASIAN DIGITAL ARCHIVE AGENDA 1. Description of the collection and its history [5] • Mission statement, CDP, Advisory Board & Core Team • History of development 2. Process [15 min] • Finding aids, digital collections, metadata, preservation 3. Outreach [5] • Community Engagement (SEAA & non-SEAA) • Academic use – SEA FACET 4. Challenges/Future [5] • Funding • Issues/challenges Learning with Purpose �MISSION STATEMENT The Southeast Asian Digital Archive seeks to collect, preserve, and share historical materials related to Southeast Asians in the Greater Lowell area, with particular focus on refugee resettlement and community building from the 1970s to the present. Our goal is to highlight Southeast Asian voices and viewpoints, and to educate the public about the resilience and diversity of Southeast Asian Americans. At SEADA, we believe that it is important to preserve the histories of Southeast Asian communities in their own voices. By collecting, preserving, and sharing these stories, SEADA seeks to contribute to the understanding of Southeast Asians in the US. Learning with Purpose SEADA �SEADA Collection Development Policy: https://www.uml.edu/Research/SEAdigital-archive/about/ Advisory Board & Core Team: https://www.uml.edu/Research/SEAdigital-archive/about/team.aspx Learning with Purpose �TIMELINE • • • • 2015 March: Meeting SEAA communities & UMass Lowell 2015-2017: Grant applications (NEH, National Archives, CLIR) 2017 April: NEH Humanities Collections & Reference Resources Grant 2017 Summer: – Search for SEADA Archivist – – – – – Nov-Dec 2017: Preservation Plan & Survey of Collections Nov 2017-Dec 2018: Intellectual Property Dec 2017-Feb 2018 Content Management System Jan 2018-May 2018 SEADA Procedures Jan 2018-Apr 2018: Formed SEADA Community Advisory Board Learning with Purpose �SEADA PUBLIC LAUNCH DECEMBER 2019 Learning with Purpose �SEADA FINDING AIDS • Inventories • DACS-compliant template • Accessible online as LibGuides, https://libguides.uml.edu/prf. php?account_id=194765 • Collections cataloged into WorldCat Learning with Purpose �SEADA DIGITAL COLLECTIONS • Mostly digitized materials scanned from analog collections • Omeka site, https://umlseada.omeka.net/ Learning with Purpose �SEADA METADATA • Dublin Core (Omeka) • MODS (Digital Commonwealth) • Metadata Guide • Controlled Vocabulary – Library of Congress Subject Headings – Locally assigned subject headings Learning with Purpose �SEADA PRESERVATION Where are digital materials? • External hard drives • SharePoint • Server Preservation Guide • Adapted parts of York University's Digital Preservation Policy Learning with Purpose �COMMUNITY ENGAGEMENT SAYDANAR COMMUNITY DEVELOPMENT CENTER (2017) Learning with Purpose �COMMUNITY ENGAGEMENT SOUTHEAST ASIAN WATER FESTIVAL (2018 & 2019) Learning with Purpose �ACADEMIC USE SOUTHEAST ASIAN FAMILY AND COMMUNITY ENGAGEMENT TRAINING • Partnership with Tsongas Industrial History Center • Primary & secondary school teachers • Approximately 100 teachers in 2019 • Resources for teachers: https://umlseada.omeka.net/exhibits Learning with Purpose �• Funding / Fundraising • Sustainability – SEADA Team – Digital preservation • Community Collections – Existing archives in community • Community organizations • Individual collections – Oral histories – Translation Learning with Purpose Future Challenges & Directions �QUESTIONS THANK YOU! Learning with Purpose � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Center for Asian American Studies. Collection, 2017-Ongoing Description An account of the resource -------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea. Relation A related resource The <a href="https://libguides.uml.edu/uml11" target="_blank" rel="noreferrer noopener">draft finding aid</a>. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource SEADA presentation PowerPoint for the Digital Commonwealth event, 2020-01-15 Description An account of the resource The PowerPoint file used during the SEADA presentation at the Digital Commonwealth's event, The Past Goes 'Modern': Digital History Projects at UMass Lowell. The event took place at O'Leary Library on January 15, 2020. Creator An entity primarily responsible for making the resource Kim, Sue J. Xiong, Mee Source A related resource from which the described resource is derived Center for Asian American Studies Collection Publisher An entity responsible for making the resource available University of Massachusetts Lowell Date A point or period of time associated with an event in the lifecycle of the resource 2020-01-15 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/vnd.ms-powerpoint; 16 p. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context SEADA_DC_2020 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts Subject The topic of the resource Microsoft PowerPoint (Computer file) 2020-2029 Ephemera O'Leary Library https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/0d784a766f2a756f25dc77481205fd20.pdf?Expires=1785369600&Signature=N9lw6dBTxAKeNhHWxiug5cdHuRsr7Q7%7Ev72KrJM8YzBk-7TYf8vTjMD%7E5xRE6mIFD9OQgE-xsifLP8ENOPFrEn9msyRXcOt0FYJhgu08Avn8MK1EtA8o9RIzQcdQjsibxv8V3PYSoC7ev0c%7EUpieaP%7EBphWQeFNET-gQGX-GFdMUL7zUlZ59B%7E8m7eCKN8ElkbSnZhAFvbWNPp6D4LYWPG7OkZ9bODQJUQWfmwLurE3GBVbJOQmeCz%7ES7DZrUsnQ-uOangJ1AG9OH%7EjI%7EsrNz2fW643XAxGZup%7E0lYi4mKqm0JhtCgVMcXbDGlVA82QBAv1Nayt8TYtnLyqBiT%7EqFQ__&Key-Pair-Id=K6UGZS9ZTDSZM 455d0c78f5c80683bbaa9177c41bbdd9 PDF Text Text Southeast Asian Digital Archive Digital Commonwealth event, The Past Goes 'Modern': Digital History Projects at UMass Lowell January 15, 2020 SEADA homepage: http://www.uml.edu/seada SEADA finding aids: https://libguides.uml.edu/prf.php?account_id=194765 SEADA digital collections: https://umlseada.omeka.net/ UMass Lowell Libraries: https://www.uml.edu/library/ Center for Lowell History: https://libguides.uml.edu/archives Center for Asian American Studies: https://www.uml.edu/research/caas SEADA general email: seada@uml.edu Sue J. Kim, Associate Dean of Undergraduate Studies for FAHSS, & Co-Director of Center for Asian American Studies, sue_kim@uml.edu Phitsamay S. Uy, Associate Professor, College of Education, & Co-Director of the Center for Asian American Studies, phitsamay_uy@uml.edu Southeast Asian Digital Archive Digital Commonwealth event, The Past Goes 'Modern': Digital History Projects at UMass Lowell January 15, 2020 SEADA homepage: http://www.uml.edu/seada SEADA finding aids: https://libguides.uml.edu/prf.php?account_id=194765 SEADA digital collections: https://umlseada.omeka.net/ UMass Lowell Libraries: https://www.uml.edu/library/ Center for Lowell History: https://libguides.uml.edu/archives Center for Asian American Studies: https://www.uml.edu/research/caas SEADA general email: seada@uml.edu Sue J. Kim, Associate Dean of Undergraduate Studies for FAHSS, & Co-Director of Center for Asian American Studies, sue_kim@uml.edu Phitsamay S. Uy, Associate Professor, College of Education, & Co-Director of the Center for Asian American Studies, phitsamay_uy@uml.edu � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Center for Asian American Studies. Collection, 2017-Ongoing Description An account of the resource -------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea. Relation A related resource The <a href="https://libguides.uml.edu/uml11" target="_blank" rel="noreferrer noopener">draft finding aid</a>. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource SEADA handout for Digital Commonwealth event, 2020-01-15 Description An account of the resource A SEADA handout given to attendees at the Digital Commonwealth's event, The Past Goes 'Modern': Digital History Projects at UMass Lowell. The event took place at O'Leary Library on January 15, 2020. Creator An entity primarily responsible for making the resource Xiong, Mee Source A related resource from which the described resource is derived Center for Asian American Studies Collection Publisher An entity responsible for making the resource available University of Massachusetts Lowell Date A point or period of time associated with an event in the lifecycle of the resource 2020-01-15 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/msword; 1 p. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context Digital Commonwealth 20200115 handout Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2020-2029 Ephemera O'Leary Library https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/d63d842d147e7e3d98056b4a9d73d6b9.pdf?Expires=1785369600&Signature=CUXRDU6R9vzZtXtTJwmloMqaIp3gtYCo60uKnNTSBztl6FIWhPYaEguNadAaxB068uR6QD%7EVq-7qm-Z88G6YEOMRi6aVQTYKe1h-IZejEuzDSEbT5n2ddouJRIf3ygWVlyoviPk4Xr3C1oZMJc3yKrmuGi%7Ew6GouFnW8t8c993xGlVSz0nA876a7m79t7FQRWKwkmVBB33b4BLoSV0aZbgJ8Wcji%7EKZik8gjHFjYv5S0XAfKV6G8EV-g4Z3ibD4fuyD4Q82wsPhDCcXi2EYs%7E3gKcg2HUgH-yFsNsRcm7%7ESHE698FnlN%7ErijEHy%7EVkGeCpXM-Yqdf3Mdp3PWxStBgg__&Key-Pair-Id=K6UGZS9ZTDSZM 11c1b7dbe65241f0877bc6f941c84ddb PDF Text Text Navigating SEADA Digital Collections Part 1. What is the Southeast Asian Digital Archive (SEADA)? Part 2: How to navigate to the SEADA digital collections in Omeka. Part 3: What is an item? Part 4: Omeka Search Directions Part 5: Sample Keyword List Part 1. What is the Southeast Asian Digital Archive (SEADA)? The UMass Lowell Southeast Asian Digital Archive (SEADA) is a community-centered archive of cultural heritage materials from Southeast Asian American communities in the greater Lowell, Mass., region. SEADA seeks to collect, preserve, and share historical materials related to Southeast Asians in the Greater Lowell area, with particular focus on refugee resettlement and community building from the 1970s to the present. Select SEADA collections are digital and freely accessible through: www.uml.edu/seada. Part 2: How to navigate to the SEADA digital collections in Omeka. Entering www.uml.edu/seada into your computer browser will bring you the SEADA homepage with links to various Southeast Asian American resources. To access SEADA digital collections, click on one of the options circled in red shown below. Note: Links underlined in blue on the left hand column will take you to other resources that may be useful to your work. 1 �When you arrive to the SEADA Omeka site you will have two ways to browse materials, through “Browse Items” and “Browse Collections.” 2 �Part 3: What is an item? An item is made of two pieces: 1. An image or PDF 2. Information about the image or PDF It is possible for you to download an image or PDF. Any color text other than black on your screen is clickable and will take you to other items using the same text in the same field. Part 4: Omeka Search Directions The best way to search the SEADA Omeka site is by using the basic search bar in the upper right hand area of the window. You may have to click on the magnifying glass illustration to open the search bar. The first set of options allows you to select a query type:  Keyword, or general search (recommended);  Boolean, in which you can add boolean operators like AND and NOT;  Exact match, which will only find exact matches to the word or phrase you enter. 3 �The second set of options are a series of check boxes for content to include in the search. The options chosen may be:  Item  File  Collection as well as options, if they exist, such as:  Simple Page (SEADA Omeka pages that do not include items, files, or collections) Search Steps: 1. Choose your query type. 2. Choose the options available to search. 3. Type the keyword(s) you want to search for in the field available. 4. Click "Enter" on your keyboard or click the search magnifying glass button on your screen. These directions are from Omeka.org and have been adapted for this handout. For more information on search directions as well as advance search techniques, log onto: https://omeka.org/classic/docs/GettingStarted/Searching/ Part 5: Sample Keyword List The following keywords are used or appear in the materials in the SEADA Omeka site. Choose a keyword from this list, or think of your own keyword, and as you try searching for materials.           1980-1989 Birthday parties Blessing dance Color photography Needlework New Year St. Patrick's Church Sewing Sound recordings Southeast Asian Water Festival 4 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Center for Asian American Studies. Collection, 2017-Ongoing Description An account of the resource -------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea. Relation A related resource The <a href="https://libguides.uml.edu/uml11" target="_blank" rel="noreferrer noopener">draft finding aid</a>. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Navigating SEADA Digital Collections handout, 2019 Subject The topic of the resource Teachers’ workshops Description An account of the resource A handout titled "Navigating SEADA Digital Collections" created for use in the Engaging Southeast Asian Families and Communities In Your Classroom workshops. Creator An entity primarily responsible for making the resource Xiong, Mee Source A related resource from which the described resource is derived Center for Asian American Studies Collection Publisher An entity responsible for making the resource available University of Massachusetts Lowell Date A point or period of time associated with an event in the lifecycle of the resource 2019 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 4 p. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context SEA FACET handout Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2010-2019 Ephemera https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/e8dfe09d656a1bd1beeb7e1e4d5ad03e.pdf?Expires=1785369600&Signature=SPGWRSqg-%7E33gtBvwsjna3hSwDVRMOEcSuzoNB%7EAVd7oF25-p36K3g-B6dH%7EHHjC5tVh5tJezMgsl1GQr5zc2PDdaszDEIEP0nmomdZ8GBOWiYzR0o0xJeopRDZf8HLE-0bhjIvu-AY62%7E4yyTyabLB2zZ3wGm4XfHgjh0eLk9YEjftvxnstz-52y6ouyzIAUmsWE9rwkHjzqgiAQm8IrfRkFV06kCdLLhZVWVLg58ZoW%7E%7Eer-R2EmbKV8JhqaKfjVE9MWA-Q1gYmrGsUXUfBz2mO7GlZo7JklxzFaiGKonfQrHCOk%7EgPHCX9pDVLR04atBgMQMpzLQ-uq4RXlR%7E4Q__&Key-Pair-Id=K6UGZS9ZTDSZM 863a900bfa6c9ea83dfecf54a6318176 PDF Text Text 1'alles from Jaurma9Ca:mbodia9 lLaoo9 ound Vietnam Mullifa:ulliu1rall 1reacd[ftng i1n E1nglli§Jh 9 lEu1rme§e 9 Klhme1r9Viei1name§e a1ncd[ Lao \ ~A Long Long Time Ago in Southeast . ,.~ ....c:, Asia ~ TALES FROM BURMA , CAMBODIA, LAOS, AND VIET AM ~~(i/M 000000000 00000000 000000000 ~~~~ - TUESDAY, APRIL 30, 2019 • 6-7: 5PM O'LEARY, MEZZANINE (61 WILDER ST., LOWELL) REFRESHMENTS Will BE SERVED •FREE •OPEN TO All! Free Parking at Wilder Street Lot (94 Wilder St.)• FMI: Minjeong_Kim@uml.edu � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Southeast Asian Folktales Book Project Collection, 2018-2019 Description An account of the resource The Southeast Asian Folktales Book Project Collection consists of materials from a collaboration between UMass Lowell faculty members and community-based organizations in the Lowell, Massachusetts, area to collect and publish folktales from four community groups: Burmese, Cambodian, Laotian, and Vietnamese. The complete collection is available on this site. -------------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea. Source A related resource from which the described resource is derived Southeast Asian Folktales Book Project Collection, 2018-2019. UML 24. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Relation A related resource The collection finding aid, https://libguides.uml.edu/uml24. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Long Long Time Ago in Southeast Asia book launch and signing event poster, 2019 Subject The topic of the resource Folk literature, Southeast Asian Tales--Southeast Asia Description An account of the resource A poster for the book launch and signing event for the book A Long Long Time Ago in Southeast Asia: Tales from Burma, Cambodia, Laos, and Vietnam. The event took place on Tuesday, April 30, 2019 from 6:00 p.m. to 7:15 p.m. on the mezzanine at O'Leary Library. Source A related resource from which the described resource is derived Southeast Asian Folktales Book Project Collection Date A point or period of time associated with an event in the lifecycle of the resource 2019 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource 1 p.; 17 x 11 in.; 43.18 x 27.94 cm. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml24_i002 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2010-2019 O'Leary Library Posters https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/b19bead37ba9ed80cdf62128fb2cdd5d.pdf?Expires=1785369600&Signature=D2CneFhT-Zi1Mbao4vCwk6wcrs5yRk29BXzJCGBm9pei1HhToZ4tBJgjYAF6pZJddchUPfKFTpzMapwJ96JXp%7EmoU6SAsusiuhnAqsQ2bLaJGcTFvkQhYOUp%7E4ftq9k3BNJ8ydnj19y7lNlgFJozLhmbf5I%7EVURg6BbhAQZfEnEJctmuuQgldVPrM2j13H9mdgRqL-kzHrZxyYiVwhkSvvQTqxqf2ru-ZnPM2tcyuUBjwqogPqNREbi0nzvi8jgjjH7BDaqGWZMjtSn1J9m8hAqBlBStIL601fDVYoM7VrwaYpYkZ-yLBKFkKmVfF0dkIap8VLaT2%7Exufu4RSuOLAQ__&Key-Pair-Id=K6UGZS9ZTDSZM 0b6e43a99b68ee6d86aea5e78558069a PDF Text Text Burmese Folktales Swine, Pig and Lion There are three animals. Fox is very witty, and very cunning. The pig, the swine and the lions are very friendly. They are best friends. They love each other. But one day, the fox just goes to the pig. He just goes and says the bad things about his friends. “Why do you love each other? This guy is trying to kill you. He told me. You don’t believe me, right?”. “No, he is to be my best friend all the time.” “Oh, whether you believe me or not, one day you will know.” And now he goes to the lion and tells about the bad things about the swine again. “The lion is going to kill you.” Finally, they misunderstand each other. These three best friends, they do not understand each other anymore because they believe too much about the words from outside. Finally, they fight each other. They fight each other. Before they die, the fox comes and eats them all. Moral of the story: Don’t listen to the lying outsiders The White Elephant Once upon a time there was a lonely man without family. Since he was so poor, he had nothing to eat. He had to work for the king as a servant. He had to work very hard as a servant. He had to do everything of what the king asked him to do. He never refused. He never had a chance to refuse. Whatever the king asked, he had to do. One day, the king heard that in the jungle, a white elephant appeared. The king told him, “You have to go and capture this one. I have given you all things you need. This time, you have to repay the gratitude by going and capturing the white elephant.” Oh yeah. “When you come back, you have to come back with the white elephant. If you come back not with the white elephant, you will be dead.” He was very upset, but he didn’t have a choice to refuse. He went into the jungle, he was so afraid, so he even could not look for the white elephant. The white elephant knows how that guy is feeling. The white elephant had the power. He was so surprised, and he just turn his . . . and then he looked at and he saw the white elephant. And then he cried a lot. He was crying and weeping, and he told the white elephant, “I’m so afraid of you, but I have no choice. The king ordered me to capture you, so I don’t know how to capture you. Can you help me?” He didn’t want to capture but he was so afraid of the king. If you do not go with me, I dare not go back to the king anymore. If I don’t go back to the king, how can I live? How can I survive in the jungle? And then the white elephant can speak. The white elephant said, “I came to you, don’t be afraid of me. I came here just to help you. Just follow me.” The white elephant took him into the deep jungle. The white elephant took him into the very, very big Bo Tree. Many kinds of animals are very heavily, they are playing, and they love each other, having fun there. So the lonely guy, he was so upset before, but when he see these elephants were very happily, so he forget everything about his feeling. When he remembers, he turns around and look, he didn’t see the white elephant anymore. And then he was leaning on the banyan tree because he was so tired. Then he falls asleep. He got a dream. He had a dream. In his dream, 1 �the white elephant told him, just go back to the king. Go tell your king, say, “You will get the white elephant, what you want.” Just go and tell the king, “The white elephant that you want, you will get it soon.” In his dream, the white elephant told him. “Before you get the white elephant, you have to do something. The thing that you have to do is that you have to give away all the belongings that you have. All the money, all the treasure you have. Just give it to the poor, the troubled people. You have to give it away to all the people, and then you will get the white elephant that you want.” And then finally he woke up. He was thinking if I go back without the white elephant, the king will kill me. He was afraid of the king. If I don’t go back, what I’m supposed to do here in the jungle alone. He was thinking all the time. Finally, he decided to go back. The king was so mad when he saw him without the white elephant, and he took all his knives out. And he apologized. At the time, the king was so angry and took all his swords. At the time, he said that he apologized, “Before you kill me, just listen one or two words from me. So let me tell, only after that you can kill me,” he said. He said, “I met with the white elephant.” So when the king heard he met with the white elephant, his anger cooled a little bit. And then he said as in his dream, “So whatever you have, just give away to the poor people. If you donate everything, every money you have, finally if you have nothing you will get the thing you want, the white elephant. I will go and get it for you,” he said. “Are you sure?” the king said. “Yes, sure,” because he really wanted to get the white elephant. That’s why he gave away all the things that he possessed. The king told him that, “I did everything what you told me, so this is your time, your turn.” And he said, “Okay. Yes.” And then he went to the jungle. When he went to the jungle, so the white elephant was ready waiting for him. And then he took the lonely guy on his shoulder or his back He saw the white elephant and the white elephant was with him readily. The white elephant already knew why he was coming back. The king announced all of his people to welcome the white elephant with a bang. Music or something like that. They played music very loudly when they saw the white elephant. The people from the other countries around that area, they heard the news that the white elephant lived in that area. Everyone wanted to come and see the white elephant. Because it is very rare. A white elephant is very rare, that’s why they wanted to see. When the white elephant came into the king palace, the music was playing very loudly. At the time, the white elephant told the audience, the people, “My name is not the White King. My name is the Prince of Peace.” Lots of people wanted to come and see the white elephant. That’s why everyday people come all the time and to see the white elephant. Whenever they come, they bring something like a tribute, like a present, offerings. Like gold and money, a lot of things they give. Every people, they come and give like this. The king become richer than before. After he gives, the Prince of Peace, the white elephant summoned and called the lonely guy and told him, “I have been living in the palace for many years, so I’m also getting old now. I have to go back to my place.” He also told the lonely guy, “In that country, everything’s ready. Everything’s developing. You have peace and everything, so I don’t need to stay here anymore. I have to go back.” And then the lonely guy went and told the king. Then the king celebrated a farewell party for the elephant. When the music is coming and the white elephant took the lonely 2 �guy on his back, and then he just flied and disappeared. The lonely guy didn’t have to worry about food anymore. Moral: If you are generous and can give away your treasure to others in need, you will have peace, wisdom and wealth. If you keep your promise Once upon a time there was a grandpa and grandson. And one day, the grandchild to his grandpa, “Hey Grandpa, you told me that you are going to tell me about the story.” “Yeah, I will tell you. I have only one grandson. Of course, I will tell,” he said. And then the grandpa told about his life story. He told him that, “I was very poor when I was young. I had only one sister. We really had a hard time to survive.” And then one day, he decided to go and work in another place. There were two roads to reach to that area. One was the shortcut and the other one was the normal road that people went. If he went the shortcut, it would take him only one day. If he went the other way, it would take him two or three nights. They had to sleep on the way two or three nights. He dared not to use the shortcut because it was dangerous sometimes. He just went to the normal way. On the way, he saw a rich guy in that village. He got a job from that rich guy. After one month, someone came and told him that his father was going to die soon, so he had to go back. “If you don't go back, you will not have a chance to see your dad.” And so, at the time, he did not get any wages and any salary yet, but he told his boss. The rich guy at the time, he didn’t have any money in his hand, but he really felt pity on that guy. Finally, he gave a buffalo to the guy and his sister. This time, on the way back to home, they chose the shortcut because they wanted to see their father. If they went in the normal way, it would take two or three days and they couldn’t have the chance to see their father. No matter how hard it was, they would choose the shortcut. They were riding the buffalo. The sister and the brother were taking the buffalo for the whole day. The buffalo was very tired the whole way. Yeah, in the middle way, in the middle they saw a very big patty field of rice. The buffalo was very hungry. It ate the rice there. In the middle of the field, there is a small hut. They heard a voice. They didn’t see anything, but they heard the voice coming out from the hut. And then they heard a girl telling her grandma, “Grandma, Grandma, you see the buffalo is eating all our patty.” The grandma came out of the hut. “Who is that?” she shouted. And then they were so afraid, and they apologized to that grandma. They told that grandma about their real story and then they apologized the grandma. “Please don’t do us anything. Please forgive us. Let us go back to see our father. So finally, after the funeral, we will come back and help you for the harvest.” That grandma told him, “You have to keep your promise.” “Oh yes, we’ll keep our promise. We’ll come back and help you for the harvest.” Then, she let them go. When they went back home, they saw the corpse of their dad. After the funeral, as they promised, they come back to help the harvest. They helped all the harvest until they finished everything. “We keep our promise, so let us go back now”. The grandma told them, “Don’t go 3 �back. I need you more. I’m also getting very old. I’m very old. I have no children, so I will give all my things to you.” Finally, they got everything from the grandma. And then their lives became better. Moral: If you keep your promise, your life will be better in the future. The story of cuckoo bird Once upon a time, there was a couple. They have seven children, six sons and one daughter. At that time, around that year, the village had robbery. That’s why most of the people did not have time to sleep. They had to check whether the robbers were coming. But the youngest daughter, who their parents love her very much. The other six brothers also love her very much. She slept a lot. When she slept, nobody could wake her up. In the Karen village, they didn’t have the pillow, but they use the . . . , the very long . . . All the family use the … as a pillow. If the thieves or robbers came, the mother just took it and everybody woke up. But one day, the robber came, but the parents took the pillow out. All the other boys woke up and the girl didn’t wake up. She was left alone at home. All the other people left and ran. She was around about six years old at the time, so she always nagged to mom to go and slept with her friend in someone’s house. The parents never let her go and sleep there because she slept all the time. That’s why. In case the robbers come, she might be in trouble, and that’s why the parents never let her go and sleep in someone’s house. But on that night, she was nagging all the time, all the time, but she doesn’t want to hear that mom doesn’t want to . . . and she let her go and sleep in the house. But unfortunately, on that night, the robber come and rob the house. All the family members left and ran away. She was left alone at the house because nobody took her. She was only six year at the time that she was left in the house alone there. On the night when the thief and the robber came, she was beaten very badly, so the thief and the robbers forced her to give them money. She said, “I don’t have the money.” “Come on, tell me your parents’ name. You have to ask money from your parents, otherwise you will be killed.” So from that time, she was trying to call her mom. Cuckoo, cuckoo. This is like, “Mom, mom, mom.” Yeah, that’s why wherever she goes, she was trying to call her mom’s name. “Where are you now?” Finally, she was beheaded by the thief. She was beheaded and later she was incarnated into a cuckoo bird. Moral: Children should not sleepover. 4 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Southeast Asian Folktales Book Project Collection, 2018-2019 Description An account of the resource The Southeast Asian Folktales Book Project Collection consists of materials from a collaboration between UMass Lowell faculty members and community-based organizations in the Lowell, Massachusetts, area to collect and publish folktales from four community groups: Burmese, Cambodian, Laotian, and Vietnamese. The complete collection is available on this site. -------------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea. Source A related resource from which the described resource is derived Southeast Asian Folktales Book Project Collection, 2018-2019. UML 24. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Relation A related resource The collection finding aid, https://libguides.uml.edu/uml24. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The document with four Burmese stories, [2018] Subject The topic of the resource Folk literature, Southeast Asian Tales--Southeast Asia Description An account of the resource The document with four Burmese stories for potential inclusion in the Southeast Asian Folktale book. The first story is titled, "Swine, Pig, and Lion. The second story is titled, "The White Elephant" and is about a king's servant who went into the forest to capture the white elephant. The third story is titled, "If you keep your promise" and about a grandpa telling his life story to his grandson. The fourth story is titled, "The story of cuckoo bird." Source A related resource from which the described resource is derived Southeast Asian Folktales Book Project Collection Publisher An entity responsible for making the resource available University of Massachusetts Lowell Date A point or period of time associated with an event in the lifecycle of the resource [2018] Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 4 p. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context Tham - isolated Burmese Folktales Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2010-2019 Burmese Documents https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/bb64437d753ee31c57c7ead541277e52.pdf?Expires=1785369600&Signature=J84D2uvQyIsXwBeDiF4b0shKr5H-Ly-G2O1LnUudi1VXQPfF9B23ePkET4QYTQfFPvwnTbyRR9FniiuKKgHdVhzGsiNbGiYCrFv2pJT3ZrbspEI8P4rI6MlJMQe-6CoYAp1Mvqgwb3WHFKkQpXxUASGFOFpc8qmYbJSvLHZlAzUdg40NSyJpmJQws1KSs3JpkFDbVRDb78sbDy-H3jAnhgnyxrtb-q5OqLrnRc1-2oMiGf5PpSXCzj7CwgpGCq8rmeSpEbIwVKFiGSslB85z7UnSjbC5HixvQT7VHE8KiPFDn1U12mzTAhKTJa56vg61AO1HOi5tcMbocEOpkv7suA__&Key-Pair-Id=K6UGZS9ZTDSZM b99d67edc6b6465cad7cb29dedb5686c PDF Text Text UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Thel Sar, Oral History #19.02 INFORMANT/NARRATOR: THEL SAR (TS) INTERVIEWER: SUE J. KIM (SK) DATE: APRIL 18, 2019 SPEAKER DETAILS TS: I had involved a lot of work... in the past. SK: Oh, okay. Great. Okay. All right. So, this is Sue Kim, and I am codirector for the Center for Asian American Studies, and Project Director for the Southeast Asia Digital Archive. Today is Thursday, April 18th, 2019, and I am here with Mr. Thel Sar, at UMass Lowell. We're in the College of Fine Arts, Humanities, and Social Sciences, 820 Broadway Street in Lowell, Massachusetts. So, thank you so much for agreeing to share your experiences with us. TS: Thank you for letting me being part of it. SK: So, I thought we would just start... could you tell us about where you were born, and where you grew up? We can start there. TS: Yeah, I can be briefed with that. So I was born in Cambodia. SK: What year? TS: In the late 1960s, and I lived in Cambodia through the Holocaust, Khmer Rouge. And then I, you know, when the Vietnam invaded Cambodian, I was left Cambodia to come to America. So, I lived through, and I was one of the few survivors in my family. And on October 1981, my aunt brought me to America, uh, my grandmother. And so I had lived with my grandmother. First place I lived was in Jacksonville, Florida. Yeah, I lived there briefly. And then I went to Virginia; Arlington, Virginia. Went to high school there. And after high school, I went to college in Swannanoa, North Carolina. SK: Where did you go into... where did you go in North Carolina? TS: I went to a college called Warren Wilson College, which is located near Asheville, North Carolina. Page 1 of 23 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Thel Sar, Oral History #19.02 SK: What did you major in? TS: My major was in the General Education, specializing in helping Southeast Asian, mainly the Cambodians. SK: Oh, that's fantastic! TS: Yeah. So when I graduated from college, I went back to Virginia. In those times, in Lowell there was influx of Southeast Asians, mainly the Cambodian immigrants came to Lowell, Ma. And with the influx, there's a lot of crime. There's shortage of a professionals. So I was pretty much recruited to come up here, and to work with Southeast Asian youths. SK: So you... where were you at the time? Well- TS: After I graduated from Warren Wilson College, I went back to Arlington, Virginia. And lived there... Stayed there very briefly then in September, 1991 I came up here to Lowell, MA. SK: From Arlington? TS: Yeah, from Arlington, Virginia. I was interviewed for a job with the CMAA of Greater Lowell as a youth counselor. My job mainly, trying to create activities for youths because back in those days we didn't have much activities for Southeast Asian youths, so they mainly hung out with groups, and were alleged to been called gangs. So the DA... there's a lot of murders, a lot of violence. So they wanted to create some fun activities for the kid. So my job was to bring them together, and come up with some activities... SK: Oh, I see. I didn't know that you were youth counselor at CMAA. So, that was from about- TS: September 1991 until July 1992, when I went on to work for the Department of Youth Services for the State of Massachusetts. I worked there for about nine months. SK: Where does... for the record, in the '90s, where did the Department of Youth Services, where did it fit? Was it related to DSS or- Page 2 of 23 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Thel Sar, Oral History #19.02 TS: No, the department has its own separate department. It's a department of corrections, pretty much. It's a Social... Department of Correction for kids under the age of Eighteen, when they... committed crimes, they'd go to the DYS instead of the adult facilities. SK: And how did you get recruited into- TS: So I... so we... there was shortage of professionals, and [crosstalk 00:04:49] and so, when I was working for CMAA, I went to court lot to watch trial at the courthouse, and with my degree, the department of DYS wanted me. In addition, because of my language skills, I speak Khmer, and I can write and read... fluently. So I was a good candidate for the job. SK: And who's... before you started working for DYS, when you were still with CMAA, whose trials generally? Was it the kids you were working with? The family members? TS: Yes, it's... kids that I had worked with in the past. And then some of the... so they needed some kinds of representation from the community at the courthouse. And I was sent there to be a liaison, so if people showed up at the trial, they could get me helped them... translated to them so they could understand the processes. So my job is to make sure that people who... well, the victims, the friends, and families, they have good knowledge of what went on. SK: So, since you were involved with that, then you started working with Department of Youth Services, and so what were your duties? Or what was your position? TS: Well, a couple of times when I was with CMAA, when they ran into problems with language, they asked me to help. So I would go to juvenile detentions and helped in translation. So that was... they said, "Look, we really needed you to..." so that's how I started, the interview, and got position. SK: So, the position then was- TS: A caseworker. SK: Caseworker? Right. I see. And so, what was your job like then? Page 3 of 23 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Thel Sar, Oral History #19.02 TS: Well it's... I'm from very conservative family. I was like, my job was to... So I mainly worked with the Cambodian youths and the parents. When youths committed crimes, they adjudicated them. And then they sent by the court to the Department of Youth Services; my job was to investigate their backgrounds, and also looking into ways to help them... you can't lock them up for life, so you tried to help them to assimilate back to the community when they finished their sentences. And so my job was to make sure that they... when they lived in the community, they followed the conditions sat by court and the department. SK: So this is... so were you a probation officer at this point? TS: No, not yet. Not yet. My probation officer job..when I was still working DYS, you also had to go to court as well. Because when kids were arrested for serious crime and appeared in court they would be sent to DYS detentions; I went court to get information of their background and to report to the department. Sometimes, court ordered treatments. And some time just to be there to write down of new court dates or new status of the cases. So I was there as a liaison from DYS, and that's how I was at the courthouse. The court was also did not have Southeast Asian worker as well. I was recruited to go into the position as well. SK: In the '90s, what were the biggest problems or issues that you saw coming up, either on the side of the law enforcement or, or on the side of the families, or the community members? TS: I think; it was discrimination. This community was not prepared to receive such large group of people. And this community had a long history of discrimination. People in the community did not treat the new comes with welcome but hostile. There was lack of services. There was very little help, and those newcomers knew nothing. So we had to work hard to help them understanding the systems. We had to confront many wrong doers that it was not right for them to treat people unlawfully. TS: There was lack of facilities such as schools and playgrounds. Everything they did was against the law. Until a group of people say to them, "Look, we are not stupid. We're not dumb. We know that this is illegal, so you have to treat us right do the right things". And the leaders in the community started to do more to help the Page 4 of 23 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Thel Sar, Oral History #19.02 newcomers. In one situation, we had to take the city to court in order to force them to integrated kids in schools and build more schools. They agreed to build new facilities to accommodate new students and hired people to represent the population. TS: And the kids, they had a lot of free times in their hands. Schools did not provide good services. Many kids skipped schools and hung out on the streets. They started label those kids as gangs and criminals. And I refused to label them... I've been working here for so many years. I refused to recognize that they're gangs and all that. SK: So court cases goals were to fight racism and discrimination. TS: Yeah. SK: What were some of those instances? TS: Southeast Asian kids were called by bad names and they pushed them around for no good reasons- SK: By other students or? TS: By white kids and Hispanic kids. These Southeast Asian kids took pride in their cultures; they took pride in themselves they were tough kid too because they had gone through so much in their lives, in the camp (prison like). So their mentality is like, "No, I'm not going to take this, and I'm going fight back". And the police was not helpful, the kids "I'm going to take control of this place, not you", and then that's how gang started. SK: That's a good. How would you describe the relationship between the police and particularly the youth, Cambodian youth at this time? In the '90s. TS: I think, again, the police didn't have good relationship with Southeast Asian youths. The police said, "I'm going to step on you, I know you", and they did it as far as they could to violate those kids right. There was no hope; “If I did these things, maybe I can suppress this people, and there's nothing going to happen". I did not think this was right ways to treatment our youths. I'm getting very emotional because I think thatPage 5 of 23 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Thel Sar, Oral History #19.02 SK: Let me get some… TS: It's okay. SK: Very good. TS: So we came here to live. We were survivors from Cambodia. We were legal immigrants. We did not buy our way here. The ways they treated us was not fair. We knew that. We refused to take abuse. We came together and said, "Look, we're not going to take this". But we do this systematically and legally. We had enough educated people to work with. We needed to change from inside, outside, and all around. We needed to be humble enough to make changes. So, my role with the DYS and all, I pulled kids in and say, "Look, to give respect and get respect, you got to do something to make sure that they don't... you don't want them to look down at you, you'll need to do something meaningful". SK: Yes. Did you work as... When you were with the DYS caseworkers, did you work a lot with the attorneys? TS: Not as many, but I worked with a lot of therapists and [crosstalk 00:14:29] but again, I wore many hats. So I was always very active, even though I worked with DYS, I opened Khmer Sunday School; I coached soccer, and did a lot of other stuffs. We knew it was a struggle. SK: You mentioned Khmer Sunday school. What, what- TS: So when first I came here, a lot of kids did not grown up in Cambodia. However, they wanted to learn Khmer language and culture. So I started Khmer Sunday School Program by myself. Even though I wasn't a Khmer teacher, I was able to teach them, and then recruited teachers. We became a big program, hundreds of kids attended. SK: Where was this building? TS: We had to use the old temple in North Chelmsford. We had many volunteers, and we became very successful. SK: How long was that school? Page 6 of 23 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Thel Sar, Oral History #19.02 TS: 10 years. SK: And also you were... because you were coaching, what- TS: I had coached for a few years. I coached soccer and basketball. SK: Was it through an organization or, just…? TS: Lowell Youth Soccer and highlander youth basketball. SK: So, this... you were a caseworker in maybe '92 to '93 or something? TS: Yeah. '92 to '93. SK: And then in ‘93 became a [crosstalk 00:16:48] TS: Probation officer. March 1st, 1993. SK: So how did that happen? I mean, [crosstalk 00:16:54] TS: I'd been working with a lot of people, and one day someone in the Probation Department approached me and asked me if I wanted to work for the court, "Look, we need someone like you". And so he encouraged me to apply, "There's a job posting, why don't you apply?" So I applied. I was interviewed by 3 judges and was hired two weeks later: 3/1/1993. SK: How did your duties change? Where... Were you doing things that are very similar? Or did it change what you were doing? TS: It's almost about the same, but I didn't have to travel much. I was in the courthouse. SK: Lowell District Court? TS: Yeah, Lowell District Court. But again like I said to you, I always wore many hats. SK: So what were some other ways that you did that? Was it individual... conversation? Page 7 of 23 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Thel Sar, Oral History #19.02 TS: I interviewed people and helped with translation. I directed people to the right places to get help. I helped recruit new workers. I spoke to community. SK: So, when you mean by kids, you mean... Because you talked about that you work with both; the defendants… and the victims… TS: Yes, I worked with defendants and victims to make sure they understood their rights. SK: You're like an advocate, and a navigator for them in the courthouse. TS: Yes. SK: One hat. TS: Yes, one hat. SK: I've spoken to some attorneys, like defense attorneys, and they talked about like, who are not Khmer. And they've talked about how difficult it was to communicate to sometimes the families, right? The defendants, but also the families, but also the victims, if there was a language issue. So, did you participate in those process? I think the legal processes are so complicated already, right? And so I can't imagine trying to explain all of this sort of complicated legal stuff in two-year-old court languages. TS: So, my goals are to make sure every one walked out the court house knew that they were served well. Unknown Speaker: Open up. SK: Oh, hey? Unknown Speaker: I just wanted you to say goodbye. SK: Okay. Unknown Speaker: I'm last one here. Hello? TS: Hi. Page 8 of 23 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Thel Sar, Oral History #19.02 Unknown Speaker: I didn't want to go into... SK: Okay, bye! TS: So I think that a lot of times, a lot of attorneys did not give enough times to Southeast Asian clients. They made up excuses because of languages. There's always a way that they could work with people. SK: So, specifically working with probation, is that after a sentence has been… TS: So, individual was arrested, the police job is almost done. They documented their reports. The next morning, or the next day they brought the individual to court, and probation took over. Probation officers interviewed the individual and reported to judges. Cases decided and found guilty. The individual placed on probation. Probation Officer assigned to supervise individual. There are many types of conditions: drug testing, GPS, and Scram and much more. SK: What's Scram? TS: Scram is a machine... breathing... alcohol testing machine. So we can monitor it from anywhere. And GPS, just like the car, you can see the people walking around. So that's... our job is to make sure that... so we do all that SK: And when you monitor them, afterwards, is it sort of regular checking or... TS: So it's different levels. Some are more severe, and some are less severe. A couple scenarios, like assault and battery on somebody... they probably get a split sentence. They get two years house of correction; one year to serve, one year suspended. And the suspended sentence is the one that they are on probation. Typical order of probation conditions: drugs counseling, mental health counseling and many others. And so we make sure that they do all those things. If they failed to comply with the order then the judge, their probation would be revoked and sent them to jail. SK: So you really are caseworker from the moment that they're arrested [crosstalk 00:27:13] all the way through to the end of the probation? Page 9 of 23 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Thel Sar, Oral History #19.02 TS: And then we prose... at the same time if they violate the probation, we prosecuted them. So we acting like a prosecutor as well. And we also do a home visit. Make sure that they... yeah. SK: What were the... What was the... Who are the people that you were working with most in the '90s right? It wasn't like... TS: I'm specializing in Southeast Asian probationers because the judge could impose 20 different conditions, and if they did not understand then they could not do the right things, then they could go to jail. So I was assigned to work with them. I was successful in helping them. SK: It was mostly young... Was it youth or all ages or... TS: So, back then it was older people. SK: Like, thirties, forties? TS: No, 20 to about 40, 50. SK: And what were some of the... TS: A lot of domestic. Gambling... not nearly enough number of drugs. SK: What kind of gambling? Actually, I just came out from another interview, but the attorney… SK: Then how did things change like the late '90s to the 2000? TS: There's a lot more changes now a day. So there is less Southeast Asian now. Now this has a lot with... still domestic. There's a good number of domestic violence, and then it's also not as much gambling, but not as much drugs either... it's OUI; driving under influence, a lot of that. SK: So, what other kind of things sort of... like your experience, or your working... your experiences with working with the community, did things change? As we moved into the late '90s and the 2000s? Page 10 of 23 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Thel Sar, Oral History #19.02 TS: Yeah. There's... There are families who were struggling to assimilate in the US. SK: What do you mean? TS: You had a lot people from countryside in Cambodia who were not educated because of the service was not good... those kids dropped out of school and committed crimes, generation after generation. SK: Are struggling. TS: Struggling and still of course. They had a lot of kids in troubles, and their kids trouble. SK: So there's... there's the generation- TS: Generation. SK: I see. TS: And then... my son, he is doing research, so his finding is that... over the summer, did on gang- SK: What is he? A student or... here, where? TS: He's a student at Wake Forest University. SK: Oh, Wake Forest? Your sweatshirt. So is he... what's his major? TS: He majored in psychology. SK: He did research? TS: Research on gang. SK: In... TS: Southeast Asian Gang. So he interviewed a bunch of gang members SK: Around here? Page 11 of 23 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Thel Sar, Oral History #19.02 TS: Yeah. And he interviewed with different ages. SK: That's fantastic! TS: He is the senior, and he going onto Columbia University for his graduate school. SK: For graduate school? TS: Yeah. SK: Congratulations! That's wonderful. That's great. We need more researchers on Southeast Asian American studies, but also researchers who are Southeast Asian American for- TS: He's going to be... he's doing clinical psychology. SK: That's great. That's wonderful. What kind of things did he find? TS: So he saw... he found out that a lot of these kid parents were not around. Parents disconnected with schools, and no mentor... lack of mentoring. So those components leaded kids to struggle on theirs owns. SK: Have you seen an impact of a lot of the youth services that have arisen in Lowell in the last few decades? Like Teen BLOCK, or UTEC, or Boys & Girls Club? TS: They do, they do. I think that the... I have to give them a lot of credits, and I think they make a lot of efforts. But at the same time, I think they are not very organized and appeared to be isolated from each other. I have a task to do, and I'm just doing this on my own. There is so much need. And I think... and I... So, this is something that I see. Even UMass Lowell hasn't put a lot of effort into it. Because I think they feel that we are incapable of doing the job to maintain our own greater goods. So they don't give a hand. And when you go and don’t give them a hand, they make it very... Let me give you an example. So the changes took place in the '90. So the leaders who were representing the community... two decades later, 2000, this 20 years, they fired every one of those guys. They made it a point you have to pass this process or that process in order for you to stay employed. Page 12 of 23 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Thel Sar, Oral History #19.02 SK: They fired, sorry, who- TS: Teachers. Back in the day they hired Khmer teachers to teach. Then a lot of those teachers were fired. And then now a day 97% of teachers and staffs in Lowell Public School are Caucasian. I think the last time I heard them saying was that they went to recruit diversity teachers were South Carolina; Columbia, South Carolina… completely make nonsense. TS: And that's why I help find a Community Public Charter School in Lowell, MA. I was part of that. I was a board member and chairman for ten years. And the city was not happy with that. SK: What were the characteristics or what did you feel like you could do with the Charter School that you couldn't do otherwise? TS: So, we brought in people representing the populations in the city, so they understood the needs, and they made effort to meet those needs, and they knew how to motivate, not just kids in school, but they motivate parents to get involved in school. They don't just stop saying, "Hey, I saw your kid here". They go to houses and say, "Hey, your kid is doing well." They make the people feel like one family. SK: And because the Lowell public schools were not meeting the needs of the community, you had to work elsewhere? TS: I can talk about my family, about what I did with us, all that. While I was at the probation department, I went to school here, got my Master at UMass Lowell in Community Social Psychology. I was working with Doctor Joyce Gibson, and since they move on, Linda Silka… I don't know where she is right now, but- SK: She's retired. I know that she's still around. TS: So she... they were very supportive. SK: Did you know Robin too? Robin’s still here. TS: Robins and I were in same class. Yeah. She's really nice. So I got involved, and from the data they collected, I saw that the data was Page 13 of 23 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Thel Sar, Oral History #19.02 useless to the school, because I know that they will not... I mean they make some attempts, because they got extra money... to use that money, but they didn't do a good job and tell them... So I... from that data, I work on my own family in many ways, and I told you I (unclear) school with CMAA. So they... in community there's infighting … SK: African-American. So believe me I know… TS: Politic all over the community too, but I tried to stay out with it, and focus on what's most affective... So for my role as probation officer is to make sure that the kid who wanted to go into law enforcement, making sure that if they wanted to do intern at the courthouses, they could do it. In terms of kids who wanted to become police officers I asked currently police officers to help mentoring them. SK: That is fantastic. TS: So we have good relations with them. And also attorney and anyone who is different, I want them to feel welcomed, and I fight hard for that. SK: It sounds like you've done a lot of work, to help change the law enforcement... the makeup of the law enforcement. Like you're saying, the schools have to change. [crosstalk 00:37:48] Have you seen any progress in trying to get the law enforcement to make that systemic change? TS: So, from my conclusion, they know where to feed the hungry mouth. SK: They know where to feed the hungry. TS: And a lot of times when people who got fed they were happy. They stopped caring about anyone else. Then they stopped helping. SK: I saw something in the news, online news in 2017, there was a People of Color Criminal Justice Conference that you spoke at. Can you talk about what that was, and what the goals of that was, and what you did there. Page 14 of 23 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Thel Sar, Oral History #19.02 TS: So I don't know how they got me to talk about… that, but I was very straightforward with them. I said... I didn't... I think it's very challenging, the way... I wouldn't call it conspiracy, but I think it's the culture that kind of lay these ground that... you got to prove more, you got to prove more. And so- SK: You mean Southeast Asians have to prove more? [unclear] in order to be better… in order to get the same treatment. TS: So I spoke... the other day, I spoke at the Lawrence Academy in Groton, MA, and my prediction is in the next 20 years, most of these prestigious boarding schools, there's going to be like 60% of Southeast Asian in the school, because we got money, and then we're going to send them to the best schools. Because I saw South Korea, I saw Japan, China. A lot of times, they do not think you are qualified to be where you are. So they make it hard for you to move forward. TS: You've got to do the work. Show them how hard you work and then they will respect you, because if we don't do that, that's not going to help us. I suggested that TS: And then the people who I work with, will come back and say, "You saved my life.” I knew an Indian American lawyer. And before she became a judge, she was a lawyer, and she did not know this court well. And I used to ask her and say, hey, and I told her you go in front of this judge, this is how you should do this and that. TS: And so when she became a judge, and she is like, Wow! And then when she learned about my family, myself, and how I was... I'm not important to these people’s eyes, but I do important things for my kid and myself, so I only can do these things because I learned and worked hard. I grew. SK: When you were working... when you started working the '90s in Lowell District Court, were you the first Khmer… probation officer? Page 15 of 23 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Thel Sar, Oral History #19.02 TS: I was told I was the second probation officer, the other person, he only lasted there briefly. He left, but I didn't even know that he was... SK: What about now? How would you say- TS: So now there are more of us. There are more Probation Officers. I recruited more. SK: Do you think that we have, in terms of both the police department, but also probation officers and attorneys... I don't know. Enough is not the right word. But- TS: Are well represented? SK: Yeah. Are we well represented? TS: We are not. We are not. I don't know whether in 20 years or 100 more years, no. I think, like I said to you, there's plenty of people here that can do the job, but they don't give them a chance. Not a chance. Not even a chance. They feel that... SK: Like the... there's a parallel between like the schools and like law enforcement agencies about that there are people out there who can do the job, but there are not- TS: They did not. I gave you the example. I used to coach, and winning is not just something in my blood, but it's just something that I work so hard at, you know, and in coaching, they'd rather give it to somebody else than... But I say to them, I say, I said, "There's no roadblock that can keep me from going forward", because I will go forward, and I will make my way far and beyond. SK: What else has changed, and what hasn't changed? In the instance from the 1990s to now? So you're saying that there are some more probation officers, but we still need more? TS: The leadership. So we are lack of leaders of everywhere. Everywhere. SK: You mean... within the community or everywhere? Page 16 of 23 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Thel Sar, Oral History #19.02 TS: A leader, it's not the people in front of you that you know, and you see that, that you think is a leader. Leader who’s done well, who established and accomplished who have visions, and I don't think they call on them to help with the community. So, they don't call on those guys. They call on somebody who will say, "Don't worry. I will say you've done a good job. Keep doing what you do". And I think that's where things... I give you an example. I don't know how many times this gentleman screw up. I rather not mention name. He had violated every ethic rules, he has his hands in every politic meeting, and he's the best, I guess to the city. You ask me, I always say... When you want somebody to lead you, let's... you know, you gave him one time to make mistakes, but if he keeps making mistakes, I don't think it's a good idea to have that individual keep leading. That's just an example, and I think this community, put a blind eye on a lot of... these are so many... I've known so many people done well, but they are not going to exhaust all energy to catch fire ... So there are a lot of times we step back. SK: What about in relation to the Lowell District Courts and stuff like that. How would you describe in terms of community members’ relationships to the court system? Has it improved? TS: Excuse me one sec. Let me text my wife a sec. SK: Oh, yeah. TS: Because I put an alarm at home, so I want to make sure that... TS: Sorry about that. TS: She's working DCF.. was known as the department of Social Services before. SK: So you are very civic family? TS: I think so. SK: So do you and your wife and your... you said you have a son. Do you have any other- Page 17 of 23 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Thel Sar, Oral History #19.02 TS: Two sons. I have two sons. One's working in Boston. He's working in a financial investment company. SK: Do you think that the understanding of the Lowell district courts of say then the complexities of community members has improved? TS: I play a good part of it, because it's... We haven't gotten any complaint from people. So, I think we have good relationship, and I think they know how effective I am working with people. So I think they allow me facilitate, and I don't think we have a lot of problems with Southeast Asians. SK: Have you had any experience with people with orders of deportation? TS: Oh, yeah. I've done... I do, I do. Over the year, so I knew a lot of them. But I have also been telling them that they would be deported if they stopped appealing. And I think some of them stopped appealing, so they get deported. SK: And also just because the ground changed under… TS: Yeah, the ground changed. It's... SK: Because there was no repatriation agreement in the ‘90s. TS: I have a good knowledge of all these things, but again, you can only do so much. And the one who approached me, who asking me to advocate for them, I was very successful in stopping that process. SK: So, what are some... As we were sort of going towards the end, what are some other... because you that there are other challenges that still face the community in relation particularly to the law enforcement, but maybe just overall. You've mentioned like leadership issues... TS: I think a lot of... I think we as community, I think we still... because a lot of the infighting, because of lack of transparency... There's a lot of thing happening, but I don't think it connected well. And, with that, I think we become more suspicious of each other. I think it just because of this community. I think that's a challenge. Page 18 of 23 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Thel Sar, Oral History #19.02 And I think not enough kids are going to colleges. I think UMass hasn't done much to help. I think my son, the last time, I think his finding it was like I think with 15 to 20% of the kids that finish college in four years, and they might go back, but I doubt it. And I think if you want to make a difference, I think they would... their respond with, "You go and do it". I think their resource they waste it on keeping people going further in life. SK: What do you mean? TS: So I... Let me see. My kids went to school, in Lowell, and then I found the data with UMass Lowell, they're not doing a good job, lack of parent participations. And I think the kids... They think that the kids will never get as smart as them. Only a few can get smarter. And so I said to them, “Getting involved with these things give you so much more knowledge.” So my children were exceptional because I told them... I learned from different people that high school in Lowell, MA is not a good place to have foundation for colleges. So I made sure my kid didn't go to high school in Lowell. SK: Where did they go to high school? TS: My younger one went to Groton School, in Groton, MA and my older one went to Central Catholic for two years. Sport, academic, and family were the keys thing. And at Central Catholic, he was recruited to play soccer at Lawrence Academy in Groton, MA. The younger one who went to Groton school traveled the world. He's fluent in Khmer and Spanish. He's a good writer. You can read his blog color… “Khmer Odyssey.” SK: That's great! TS: You can learn a lot about family, and he's a... Both of them are exceptional soccer player, and both of them are... the one... This younger one is also a musician. He can play 10 instruments. But he all... Both of them are grounded. At home, they clean, cook, and help out. And the older one... so when he went to... The younger who went to Groton schools and Wake Forest University, so he went to India, France, Italy, Peru, and Spain, and Cambodia. So it's all funded by the schools. The older ones graduated from Page 19 of 23 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Thel Sar, Oral History #19.02 Lawrence Academy got recruited to play soccer in Kenyon College, Gambia, Ohio. SK: That was a very good school. TS: So both of them... and then the... So after Kenyon, he got a job, two days before graduated. A job, an investment company. And from there... and so he is there now for over a year. And I told my kids, because... so my kid always... I keep telling them, say, "I'm not paranoid, kid" they say, "Why, Dad?" Because you seem like you (unclear) they discriminate, they racist against... I'm not, I'm not. They say, "Well, how come?" I say, "Look, if people look at you again and again and again and, do some facial. So any time you know they are thinking of you the wrong way about you. TS: And then sometime you even overheard conversations or jokes. And so my kid keeps saying, "That's not true". I say, "When you get older, you'll know". So both of them run into discrimination. So now they were like, "Dad, you were right." So I say to them, I say, "So how are we going to overcome that?" They said, "Well, work hard. Work hard". My older one is... he's doing well. So he does that. And on the weekend he fixes houses. He has a girlfriend whose family owns has some apartments. Very ambitious… TS: And the little guy, he goes to Columbia University for his Master. And then he's going to seek a PHD. And I told them. Look, we can't change the way people think, but if you have all the answers, and how hard you work they will ask you. They will ask you. And that is when they start asking you, and they will impress of how hard you work, and how much you know. And so those are the... And we remain humble. In the summer, when the kids are home, I always make sure that they serve the community. Make sure they get involved, make sure that they give back. SK: Have you ever spoken at the UMass Lowell... That we have a School of Criminal Justice and Criminology? TS: No. SK: I think they would be interested to talk [crosstalk 00:58:29] because you work with this particular... specifically as a case Page 20 of 23 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Thel Sar, Oral History #19.02 worker, Cambodian and [crosstalk 00:58:33] these Asian American. TS: I have a lot of students who... who's interned at courthouse. So I taught a lot, mentoring them. And recently, I've been speaking to the kids at the Lawrence Academy and Groton school. SK: I think I just... I saw on the paper that Lowell Police Department, they just had a swearing yesterday or a couple of days ago, with four new police officers who were all people of color. So there's slow change. TS: Now they need leaders. Someone who are in the circle. Because I think they... From what I've seen from the outside- SK: Lowell Police Department? TS: Yeah. UMass and all, they need somebody to sit in, who can effectively give them a good sense of the community itself. SK: They need more people from the community in those leadership positions? TS: Yeah. They, shouldn't just... Like I said, use the same person to advise them. I have families that I know who sent their kids to Stanford, Harvard, and many other good schools. They did some things right. And I think they can say, "Hey, what did you do? How did you do it?" And I think get back to where I am, I think a few years ago, they keep saying, "Do you really know what you are doing?" I think nowadays they start asking me, "Can you teach me how to do it?" With what I had learned from what I did with my kids, I told them, I say it wasn't as easy as walking in the park. We worked hard, and I think I learned something to get them to there. SK: It only took 20 years for people to recognize. TS: But end of the day, I remain humble about that. I think the only thing I can show them is the hard work. SK: So is there anything that we haven't talked about that you want to make sure that... From your experiences? Page 21 of 23 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Thel Sar, Oral History #19.02 TS: I think in your role, you can do a lot too. Do a lot of integral... We have all these things. How can we let the kids know in this school? Reaching out to them, and become their mentor. I think over the years, the most effective thing that I think that helped a lot of this kids was by- SK: Mentoring. TS: Mentoring. And I think if you're like Head of Department... I think by allowing kids to have access to you. To see that, "Wow, look! I got a chance to get into this place and I can be there". And I think that would... The access to all the... It's the lack of access, is how a lot of kids they... I think this is enough. There's so much more that they can... And they have potential. They had the same abilities as anybody else. But I think by advocating them, allowing them to know about this normal potential, can allow them to go anywhere ... Sky is limit. SK: So, that's great. I actually had one more question just in terms of... For your caseload in the ‘90s, did you... was it mostly from Southeast Asian Americans? Was it mostly Cambodians, or did you also have like Laos, Vietnamese. TS: I helped everybody. But I think most of them- SK: Most of them are Cambodians. TS: Yeah. SK: What about today, in the 20 teens, right? From 2010 to today, would you say the number of your Southeast Asian American cases has changed? TS: Yeah, yeah. SK: Is it less? TS: Yes, a lot less than before. [crosstalk 01:03:05] SK: Now you work with just sort of all different- TS: Yeah, yeah, all different races. Page 22 of 23 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE ORAL HISTORY PROJECT, 2019-ONGOING UML 17 Thel Sar, Oral History #19.02 SK: So it's interesting. TS: You see the changes. SK:O kay, great. Thank you very much. TS: I want to show you just a few things. Interview ends Page 23 of 23 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Southeast Asian Digital Archive Oral History Project, 2019-Ongoing Relation A related resource <span>The collection draft finding aid, </span><a href="https://libguides.uml.edu/uml17" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml17</a><span>.</span> The oral history project page, <a href="https://www.uml.edu/Research/SEA-digital-archive/oral-histories.aspx" target="_blank" rel="noreferrer noopener">https://www.uml.edu/Research/SEA-digital-archive/oral-histories.aspx</a>. Description An account of the resource This collection is currently in progress and information will be updated as it becomes available. <br /><br />Read more about the project: <a href="https://www.uml.edu/Research/SEA-digital-archive/oral-histories.aspx" target="_blank" rel="noreferrer noopener">https://www.uml.edu/Research/SEA-digital-archive/oral-histories.aspx</a><br /><br />Part of the collection is accessible on this site. <br /><br />Oral history interviews include: <br /><br /><strong>Maryellen Cuthbert, April 2019, Oral History #19.01</strong> <br />An oral history interview with Maryellen Cuthbert and interviewer Sue J. Kim. Since the mid-1980s, Cuthbert has been a private defense attorney working in the Lowell, Massachusetts, area. In this oral history, Cuthbert shares information about her training as a lawyer and reflects on various cases she’s worked with related to Southeast Asian communities. <strong>Content warning: Mentions of weapons, abuse, assaults, and violent situations.</strong> <br /><br /><strong>Thel Sar, April 2019, Oral History #19.02</strong> <br />An oral history interview with Thel Sar and interviewer Sue J. Kim. In this oral history, Sar talks about his early life: living through the Khmer Rouge, resettling in the United States, and his education; his career trajectory: working at the Cambodian Mutual Assistance Association, working at the Massachusetts Department of Youth Services, and becoming one of the earliest probation officers of Cambodian descent at Lowell District Court; his other community activities; and his family. <br /><br /><strong>Sivaing Suos, August 2019, Oral History #19.05</strong><br />An oral history <span>interview with Sivaing Suos and interviewer Tyler Sar. In this oral history, Suos talks about her early life in Cambodia and immigrating to the U.S., her experiences pursuing education and holding various jobs, including working in the mental health field and with families experiencing domestic violence, and her family.<br /><br /><strong>Niem Nay-kret, September 2019, Oral History #19.06</strong><br />An oral history interview with Niem Nay-kret and interviewer Sue J. Kim. In this oral history, Nay-kret talks about her early life in Cambodia and during the Khmer Rouge and her experiences holding various jobs in the U.S. related to healthcare, including prenatal care, mental health, and more.</span><br /><br />-------------------------- <br />SEADA would like to thank the following individuals for their work in making this collection available online: Chornai Pech and Monita Chea. Source A related resource from which the described resource is derived Southeast Asian Digital Archive Oral History Project, 2019-Ongoing. UML 17. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Subject The topic of the resource Oral history Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Thel Sar oral history transcript, 2019 Subject The topic of the resource Probation officers Lowell (Mass.) Oral history Description An account of the resource The transcript of an oral history interview with Thel Sar and interviewer Sue J. Kim. In this oral history, Sar talks about his early life: living through the Khmer Rouge, resettling in the United States, and his education; his career trajectory: working at the Cambodian Mutual Assistance Association, working at the Massachusetts Department of Youth Services, and becoming one of the earliest probation officers of Cambodian descent at Lowell District Court; his other community activities; and his family. Creator An entity primarily responsible for making the resource Sar, Thel Kim, Sue J. Source A related resource from which the described resource is derived Southeast Asian Digital Archive Oral History Project Publisher An entity responsible for making the resource available University of Massachusetts Lowell Date A point or period of time associated with an event in the lifecycle of the resource 2019-04-18 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 23 p. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context uml17_19.02_003 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2010-2019 Cambodian Mutual Assistance Association Cambodians Documents Lowell Community Charter Public School Lowell District Court Massachusetts Department of Youth Services https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/ebd06d64b70ffa699bd131a12c30f931.pdf?Expires=1785369600&Signature=P0a1owAY%7EMTMGQv2DlNhumMbXfqIm2kZhXjPFoJgEryuFqQrk4rkrFPJFNBE7m9kYDJ59HcwUg-6RGlvwo2UnYvEQWJwcJMNOibWqH3i1FCYlksnzt2V5T2tN7sGzhiGdeFVo-hGE59QadID33BYKDy0NrUutGuS8KE2OjF01RW85jFVvh9yzij%7EZVTV%7EEj9CEYQdLHxv-bYcBulMLiQa1LEdk4ZqHzmM2nV0oArJM1MtxTKzxVgesvQeaHdzgAViIG9-wc%7EilxFTDc3Q4OqkkJHMFCt-GhkgMupjXDiDttRnPictw-Yg7zQQjmfP3S8nlxtib9762WjIzHi7JWiRg__&Key-Pair-Id=K6UGZS9ZTDSZM 94d435892d0d7112cb3bd1cb02ace62b PDF Text Text UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. CONTENT WARNING: Mentions of war, death, and other situations readers and listeners may find distressing. INFORMANTS/ NARRATORS: VERA T. TITH (VT) WILLIAM A. TITH (WT) INTERVIEWER: DATE: SHEILA L. KIRSCHBAUM (SK) FEBRUARY 13, 1993 SPEAKER DETAILS (TIME) SK (00:07): This is Sheila Kirschbaum and I'm interviewing Vera Tith and her husband William Tith at their home on February 13th, 1993. I'd like to start with some basic information about where you were born. You were both born in Cambodia, were you? VT (00:37): Yeah. SK (00:40): And, were your children born there? WT (00:40): Yeah. VT (00:41): My children... My son born there in 1979. There’s the Khmer Rouge, you know, left from the communist, that is the time that the communist leave. SK (01:00): And, was your daughter born here? VT (01:02): Yeah. SK (01:07): Page 1 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. You have two children? VT (01:07): Yes. SK (01:11): When you say he was born in '79 after the communists leave, what did that mean for you? How did your life change after the communists left? VT (01:23): For me, because since communists occupy in 1975, so that's why my son named Samnang which means lucky. In English, it means lucky because he's very lucky. Because we both marry before communists began. We both married, and after that, the communists start, in 1975. And we didn't have my son on that generation that's very hard. We don't have enough food to eat, we worked very hard. So, we don't have my son yet. When the communists tried to leave, that's my son was born. That's why we put my son's name Samnang, which means lucky. SK (02:14): Is Samnang a common name for the children that were born after the communists left? I know There's a child in Julie's class. VT (02:20): No. Samnang, which means lucky, that mean very lucky. That mean like that. Yeah. WT (02:25): It's just some parent that we believe in some... We just put it. Just give the name away. That we are just thinking about we are just left from communists. SK (02:44): It meant something special. WT (02:47): Yeah. VT (02:47): Yes, sometime lucky in different way. Like my son's name Samnang. It's lucky because he not born on that communist. You know? Page 2 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. WT (02:58): Hard time. VT (02:58): On that hard time. Because, when we saw on that time, if we have children on that time, very very hard. You know? Not enough food to eat. Was very hard. That's why we put name. And some other Cambodian child name Samnang in different way because maybe in that family they have something very very hard, and on that time, they have their child, they put that Samnang because they left from you know the hard thing which mean that... WT (03:29): Like people, they live in the camp. They waiting immigration to call into the United States. But on that time, they wait and wait. They don't have no name to come to the United States. And then his wife become pregnant. Okay? They still no name to come to the United States yet. They wait and wait and wait. So, after that child born one day, they put born and then they have the name, come. VT (04:12): Come to the United States. WT (04:12): And then they give the name, Lucky. VT (04:12): Samnang. Samnang. Yeah. Which means that. SK (04:13): Lucky. WT (04:13): Yeah. SK (04:13): Wow. VT (04:13): Yeah. That's very good, it's important. Page 3 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. WT (04:13): Different, different way to give the Samnang or Lucky name. VT (04:18): Like Samnang, which mean lucky. SK (04:27): Yeah, I can see why. VT (04:28): Yeah. SK (04:29): Does your daughter have a special name that means anything? VT (04:34): My daughter, when she was born in 1983, at Lowell General Hospital, they gave me the book you know to choose the name, but my husband combined my name. So that's come out Deanna. So Deanna, before my name is Dee, so he put it down combined together. Deanna, we saw on the booklet, Deanna, so we took that name. So I thought all night, "That's very good." Meaningful, too, for Deanna. I see on the book. SK (05:08): Mm-hmm (affirmative). So her name is Deanna? VT (05:11): Yes, Deanna. SK (05:17): It's very pretty. WT (05:17): D-E-A-N-N-A SK (05:19): D-A... VT (05:19): Page 4 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. D-E-A-N-N-A SK (05:20): Oh. VT (05:22): Which mean very firm love, with you know my name, too. SK (05:28): Because your other name is? VT (05:31): Yes, Dee. D-Y. WT (05:32): D-E-E VT (05:35): No. Before we changed. D-Y. D-Y is called... You too, if you see D-Y, you not call Dee, you called Di. Right? See? You say Di. When I became citizen, my husband say that's a good time to change. So that's why I choose Vera. I don't know Vera, which means, which... I say "Oh, that's good time." Because I go anyway, and I spelled D-Y, they called me Di. So that's a good time to change, too. That's why I changed my name to Vera. SK (06:06): Oh, that's interesting. So you chose that the day you became citizens? VT (06:06): Yeah. SK (06:11): And did you choose William when you became citizens? WT (06:16): Yeah. SK (06:17): Is A-N your original name, then? Your Cambodian name? Wasn't it An? Page 5 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. WT (06:23): Oh. Yeah. SK (06:26): What was your name before you chose William? WT (06:28): They have to call me, that's why I change. VT (06:30): They have to callWT (06:30): Savoeun. VT (06:30): S-A-V-O-E-U-N. Savoeun. That's hard to call. You know? SK (06:30): S-A-V-O-E-U-N? VT (06:31): Yeah. WT (06:31): When I was at work, somebody tried to ignore my name. VT (06:31): They had to call, "Hey, you!". But that's what I call the easy name. You know? Let them call easier. That's why he choose William. SK (07:02): How does it make you feel, though, to give up your Cambodian name and take an American name? VT (07:09): For me, that seems like okay, because it seems like in here, it's easy for them to call. Like just I mentioned, my husband, when he go to work, some people have to call, too. So that's a good Page 6 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. time to say, "Oh, maybe put that name." But, we don't mean like, "Oh, we change names." Because my eyes still the same, my nose still the same. [inaudible] then my body's still the same. So, just change name. Easy, the two way. Easy for the people in here, and easy when go to work, too. So it's no matter. It's not a, "Oh, why we change name in here?" Seems like I think, from my understand, I think they're very good too. Because easy for them, and easy for us. SK (07:59): Mm-hmm (affirmative). VT (08:01): Yeah. SK (08:01): One of my fathers, I think it was his great grandmother, changed the name, for the same reason. Just to make it easier. They changed the last name. Well, I know Vera, you're a teacher. Have you been a teacher ever since you've been here, or were you in Cambodia? VT (08:19): Yes. I teach at Cambodia for two years. And when I escape to Thailand, I teach like... Thailand, almost two years too, in Thailand camp, because I stay there and... SK (08:36): What did you teach? VT (08:36): Teach young children in Thailand, and I teach... WT (08:38): French. VT (08:42): Secondary school. You know? Like [inaudible]. Because in Cambodia they have vacation too. Seem like a [inaudible] in [inaudible]. I teach that. Yes. I have background in that. Yeah. SK (08:55): You taught French too? VT (08:55): Page 7 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. Yeah. SK (08:55): Wow. VT (08:57): Because in Cambodia, learn French. So that's why move them in English. That's why I came United States. The first time, I don't know English you know very well, but I know a lot vocabulary in French, then just pronunciation little different. That's why, because I understand. When I heard the word, I can like, "Oh, that is mean like that." Because it look similar to the French word. It looks similar. Just pronunciation. SK (09:21): That's [inaudible]. People will ask me how to say something in Khmer. I'll say I cannot do that. But I can say it in French. VT (09:21): Yeah. Oh. You look at like, demonstration. In French, “démonstration.” The same exactly spelling. But just the same pronunciation. See? WT (09:48): Different. VT (09:48): Different pronunciation. SK (09:49): The English language has a lot of words from French. VT (09:55): That's right. So might be having easy to... SK (09:57): Yeah. And then French and Spanish are a lot alike. I think that's why [inaudible]. VT (09:57): Yeah, that's right. Page 8 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. SK (10:04): So did you have difficulty speaking when you first got here? WT (10:15): Yeah, we learn [inaudible] in Cambodia. VT (10:15): Then secondary school. At a secondary school that's why I know some English make me easier come to United States. Because I know the word too. WT (10:26): ...from high school, and college. VT (10:28): When I was away. SK (10:29): Mm-hmm (affirmative). [inaudible]. VT (10:30): Yes. Everyone did when you go up to high school. They have one that was one hours a day. But everything, every subject is in French. So I took one hours a day in English. WT (10:43): When we get upgrade, we learn more French and can go [inaudible]. When we beginning from to upgrade, Cambodian more, learn French [inaudible] until we finish school 100% with all subjects, French. All subjects, 100%. SK (10:43): Did you go to college in Cambodia, then? And did that make youVT (11:22): I complete in there, but unfortunate I come here, no proof. That's why I study really hard. WT (11:30): They destroy everything when the communist control. VT (11:31): Page 9 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. Empty hand. WT (11:42): How they move-VT (11:43): Don't have anything. WT (11:43): They move all the population out from town to outside. To the farms. You know? Two to three hours. SK (11:48): And did they consider you dangerous because you were educated? VT (11:51): That's why the point that I want to share too. WT (11:55): They [inaudible], because we saw keep eye on [inaudible] we moved before the communist control [inaudible], and we saw what's going on [inaudible]. VT (12:09): Only black, that we can wear. Only black. WT (12:12): A dressVT (12:12): Wear black clothes, black pants, black shirt. Only black. You don't have any color. WT (12:18): Black shoe. VT (12:19): If you have color, have to be like a... You know? What it's called? Like, the [inaudible] of the tree to make your clothes black. You cannot wear color. No way. Page 10 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. WT (12:37): Oh. You mean like, if they don't provide black clothes enough, and then we have color clothes, they can boiling the peel tree. SK (12:41): Bark of the tree. VT (12:41): The bark. Yeah. That. WT (12:41): Yeah. Yeah. And we put it inside. Then after that, we put in the [inaudible], to make it black. SK (12:42): If you had color clothes, they thought you knew how to make dye? WT (13:10): Mm-hmm (affirmative). SK (13:10): To cover your clothes with? WT (13:11): When they just said like this, then when we go change to black color, you still... VT (13:19): Your mind not follow them. WT (13:21): You mind still [inaudible] something, which you're going to [inaudible] one thing. And one spoon of rice. SK (13:37): So now, do you like to wear colors? You have [inaudible]. VT (13:41): Yeah. Usually. Page 11 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. WT (13:42): It seem like that is still communist never change. They change the idea because the Vietnamese control. And then they know the idea that Cambodian people don't like the [inaudible]. They just make freedom about wearing [inaudible], and something. But the rule still communist. SK (14:16): So, when the Vietnamese army invaded, that made things better for you eventually. Right? VT (14:16): From my understand, it just Vietnamese invade in Cambodia, but on that generation, seem like Vietnamese have something in their mind too. It's not just come for help us to on that time, Khmer Rouge. Because that time, Vietnamese want to be occupied from, I understand history, that... You know? That's hard. It's not just on that time, I say, "Oh, Vietnamese come, and Khmer Rouge are gone." I don't know, because I don't like politics at all. That's why I don't care about. But they say Vietnam come, and we are free from communist on that time. But I'm not sure about that politics. You know? The politics changed somewhere else. But I don't know. But I still heard on the news and on the tape, I saw on the movie last time, tourist say when Vietnamese came and Khmer Rouge are gone, those two seem like together. Khmer Rouge come, Vietnamese out, Vietnamese come, Khmer Rouge out. Seem like politics to each other. VT (15:28): That's why my husband and me, keep thinking about it. How we get free too. You know? When this come, the other out, when the other come, the other out. So that's why free never come to Cambodia. Poor Cambodians in the middle. You know? The play around, it seems likeWT (15:47): A game. VT (15:48): Like a game. That's what I saw. You know? WT (15:50): And I feel bad for the UN. When they are to help Cambodia out. But I heard on the news, some UN was killed by... SK (16:10): Mm-hmm (affirmative). Page 12 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. WT (16:10): They don't find out. They didn't find out who kill them. But I just feel so sorry. You know? What's crazy, they don't put UN, they don't respect UN, they just kill. I couldn't believe it. Because UN just come and help every country. They should understand like a Red Cross. When I study in the war, when they saw the Red Cross truck, they cannot shoot, but they shoot. They don't care. VT (16:48): That's hard to believe, Sheila. That's my opinion. That's hard to believe. Who do what, and who killing. And sometimes, when we saw the news, seem like I don't blame. Like, all news is perfect. Right? Sometimes, sometimes wrong too. You know? Seem like the killing. We don't know, Khmer Rouge kill, or who kill, or Vietnamese kill. Like, United Nation go to help. We don't know. Sometime, in mind for instance, like two people, A and B. A want to kill C, but A don't dot it by himself, because A want to be like that. A give money to B. "B, you kill C." So the point is, C is to get money. But the main idea come from A. Did you agree that? WT (17:44): Mm-hmm (affirmative). VT (17:45): That's what I keep in mind. That's hard to see who kill who. That's why the wars still around and no peaceful. SK (17:55): Feel like you can't trust anybody. VT (17:57): That's hard. You know? Hard to be trust. That's why I look at Cambodia, and it's very, very sad. Look at all the pictures. I went there, and very sad. WT (18:08): To me I believe they don't even like it, how it was [inaudible]. They don't want to know. And see, we are outside here and [inaudible] when the Vietnamese out, because we chase them to the [inaudible]. They took everything they saw [inaudible]. They took every single thing from my country to their country. But first, they took the gold within the [inaudible], and when are ask them to change, they said no. That's a soldier died [inaudible]. But we know they took it. Everything. Machine, rice, gold. SK (19:01): Page 13 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. Did you have a job where you did check vehicles then? WT (19:04): Yeah. We had it, but they don't make, because they more power than us. SK (19:05): Right, right. WT (19:05): Yeah. SK (19:12): So, what was your job at that time, in Cambodia? What were you doing for a job? WT (19:27): Oh, me? Electrician. SK (19:27): Electrician? WT (19:27): Yeah. SK (19:27): Uh-huh (affirmative). WT (19:27): On the... VT (19:27): That's '79. SK (19:27): Pardon me? VT (19:27): In '79. 1979. Page 14 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. SK (19:27): '79. WT (19:27): Yeah. VT (19:27): When the Vietnamese come, that's '79 that they come. That is why I saw on news they invade Cambodia. But they take a lot of things from Cambodia. That the point, that's what we see. WT (19:42): And one more thing I would like to tell you too. When I was there in last summer, with my family, and I just heard [inaudible], they say that they wanted the Vietnamese soldier out of Cambodia. They say, yes. And then they change the clothes from soldier to regular. They still more Vietnamese in there. And the Cambodia soldier said, all these soldier. But just they change the clothes. VT (20:22): Change the clothes. No soldier, now regular people. WT (20:25): Yeah. See? And right now, if you not Cambodian, Cambodian still know which one is Vietnamese. If you went there, you don't know which one, because they... VT (20:36): The same skin. WT (20:36): ... they are the same color right now. Before they put the hat, we can ID. Now they don't wear the hat. They make similar to Cambodia until listen to them and listen the action. They speak similar. Especially, they talk to Vietnamese and to Vietnamese, usually they spoke their language. Now they don't speak. They speak Cambodian to themselves. SK (21:06): Oh. WT (21:06): Yeah. Page 15 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. SK (21:15): They want to stay. WT (21:15): Yeah. They going to stay there. VT (21:18): The bottom line, we have to understand each other. No matter what Vietnamese, no matter what Cambodian. Every country understand to each other. You know? Don't want to be more powerful, more money, more rich. That's why I keep still in my mind. I say, "What they want to do?" But all those, they want to be more powerful, more money, take all things. That's why the war start. What they need for? I don't believe in those things. Like everybody, I don't believe that way. Why they need war. And look there. It's not peace. I went there, and my tear cry all the time. I cry, say, "What should I do now?" You know? Because I think that way. If all the people think that way too, maybe no war, and we all together. That's why I love Demonstration School very much. That's why I [inaudible] the children grow more and more. A lot of people like the Demonstration School. I think it's no war at all, because they seem like they love, they joy, they understand each other. VT (22:33): Look at this. Hard to [inaudible] to someone, but like we came in United State. Very good country. You know? They seem like control, very good. But over there, we want to share too. We don't want only Cambodian in Cambodia. Not only Cambodian people. Any country can join together. But don't make the problem. Right? You know? Maybe we do together, loving together. That's why the way that we are joined together. Like in here a lot. Look at in here. Seems like a lot of things going up on the news. You know? Killing, shooting, that's why other guys, they say, "What should we do for people?" That's the main point. WT (23:22): Vietnamese people, when they going to do in their country and, when the government [inaudible], I see in Cambodia too. But after that is gone now, they said like a flower, it bloom. They come in, get the citizen. But they get the politics from their country. When the war, they just fight from outside and inside, like a flower. See? That's why. Not like in here, a lot of different people, they get the citizen, they love the name. They love the United States. They, "This is my country." Everyone said that. But Vietnamese, they just want my country. Because they follow the leader, namedVT (24:16): Pu Ching [spelling?]. Page 16 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. WT (24:18): Pu Ching [spelling?]. Wrote the book. VT (24:19): We know the story. WT (24:21): After he die, he wrote a book. "You have to take Cambodia, control Cambodia." He want to [inaudible] the power. SK (24:39): So he still has that influence? He influences people through his writings still? VT (24:41): Because they have on the writing, from the [inaudible], we should be [inaudible]. But seem like that from we they know that. This summer, I went. You know? WT (24:52): Didn't you see Kerry? VT (24:53): Yeah. John Kerry? WT (24:55): Yeah. You see that they went to Vietnam? SK (24:58): Mm-hmm (affirmative). WT (25:00): They so smart and they do it quick, that they... They do like this. Vietnamese politics like this. Dirty. They so twist, very fast. In the United States, [inaudible] I trust them maybe, I don't know for future. Because they change so fast so fast. You know? When they go there, John Kerry went there, they smart, they show the government, they show the American guy, the soviet guy, they show the [inaudible]. Just drinking. Yeah. VT (25:38): That's why I give example for you like A, B, and C. Page 17 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. WT (25:42): [Inaudible] just looking at the last time, how many hundreds that American soldiers die in Vietnam. Right now, I still look at cartoon or movie. You know? I still miss a little bit, people. Vietnamese play game so much. SK (26:03): Would you ever go back to Cambodia to live? WT (26:04): I don't know. VT (26:07): For my dream, yes I do. WT (26:12): [inaudible]. VT (26:12): Because I really in peace, that's why we waiting. That's why last summer, I brought my son, my daughter. All, we went there. We want to show how Cambodia is. Seem like, look really small. It's not like just before 1975. Before that, very peaceful, and very, very good. You know? That's very wonderful place. But after 1975, up to '79, everything destroy. From '79, it seems like now I went there, still not peace also. It's not the same before. But my dream, I say because we hope that the more we try, sometime, it might be good. We don't know. But my dream, I want to go back to. SK (27:07): Was it dangerous for you to be there when you went last summer? Or is it safe for you to travel there? VT (27:13): I saw by my eye, very scary. Was lucky, that's why we came back here. We keep say we are lucky. How many people went there? almost 60, yeah? Some got accident, some got stole. Different kinds. You know? But for me, we went from capital... Because my hometown is far from capital. How long we drive? How many hours? 12? Or eight hours? We drive... WT (27:49): Page 18 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. No, that depends. Before, we drove about six hours, because the roads is good, the highways are good. But now, it's very bad. VT (27:54): You know? It seemed like a [inaudible]. WT (27:54): A lot of hole. You know? Because the... VT (28:04): Broken road, or broken [inaudible]. WT (28:05): Because Khmer Rouge broke the bridge. And the roads broken. They don't build. And took so long to go there. But it's not too good. Not safe at all. When see a [inaudible], my family come back. She said, "Oh, you guys so lucky." VT (28:29): Mm-hmm (affirmative). It's very hard. WT (28:31): Because she went there before me. Not safe at all. VT (28:33): It's scary. SK (28:36): How did you get out of Cambodia? WT (28:40): When? Before... SK (28:40): When you first left. Yeah. WT (28:42): There's a path turn through. Vietnamese control the border. Many lane. Inside border, and plus, they live in the forest close to the Thailand border. We had to [inaudible]. Page 19 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. VT (29:02): Crawl. Mine. They put mine. They don't want Cambodia cross to Thailand. Vietnamese put mine. SK (29:09): Vietnamese didn't want? WT (29:09): Of course not. VT (29:11): Yep. Oh, look at my mother. My mother-in-law cross the mud like this, Sheila. Mud. And very, very sad. You know? That's why I have one niece, they have two children, now three children still there. We have five people to come United States. We have name. But my mother, she says she misses... You know? She don't want to leave. She wants to go back to Cambodia. That's why she came after me in 1983. '83, that my daughter born. Three months, then she came. And my niece still there. SK (29:47): That'sVT (29:49): That's my mother-in-law. SK (29:51): Your mother-in-law? Uh-huh (affirmative). VT (29:51): Yeah. She died by the time that I go work at the Demonstration School. SK (29:56): Oh. VT (29:56): Yeah. SK (29:56): She was here? Page 20 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. WT (29:58): Yeah. VT (29:59): She's here. WT (29:59): She came in '83. VT (30:00): But she came after me. I came '81. WT (30:04): [inaudible]. VT (30:09): Yeah. SK (30:10): So, you and you, and and your son... VT (30:14): And my son. SK (30:14): ... came in '81? WT (30:15): Yeah. VT (30:17): Yes, '81. SK (30:17): Together? VT (30:17): Page 21 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. Yeah. SK (30:17): And then your mother came in '83? VT (30:18): Came after. WT (30:20): When we was at the camp, we have [inaudible]. That's why [inaudible]. And when we have name, she don't want to come. She wake me up. She want to go back to country. VT (30:44): [inaudible]. WT (30:45): She said she want to die in Cambodia. SK (30:46): Your mother did? WT (30:46): Yeah. VT (30:46): Yeah. SK (30:50): But she changed her mind, and sheWT (30:51): Yeah. When I come here two years, and then they have a lot of problem in the camp, [inaudible]. You know? The people for [inaudible]. VT (30:56): [inaudible]. That's hard to leave. With my niece we decide very hard... Page 22 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. WT (31:15): And when my mother come, [inaudible] to come to the United Sates, two men took my niece away from her. Seemed like that they steal her, but over here they call... SK (31:29): Kidnapping? WT (31:36): No, not that. [inaudible]. VT (31:36): Take away. They took it out. Because my niece... how old she is? It's 11 or 12. Yeah? WT (31:46): [inaudible] they come down here, 16. VT (31:53): Yeah, they took it out. So that's why she came alone. She came United States. SK (31:57): Who? Your niece? VT (31:59): No. Now my niece still in the camp now. WT (32:03): My niece [inaudible]. Because the two guys took from my mother. They don't want my niece come. SK (32:10): In Thailand? So she [inaudible]. WT (32:12): Yeah, they took from the Thailand camp to the Cambodian camp. SK (32:17): They took her back to Cambodia? Page 23 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. VT (32:20): Because, seems like they want money. Something like that. But they took it out, and my mom still alone. So that's hard. You know? That's not easy get there, and we went to pick her at the airport. WT (32:34): But when I was there last summer. I asked one person to go from Cambodia to get my niece to me. They spend $100 go there, and $100 go back to [inaudible]. VT (32:53): That too far. You know? Too far from the Thailand camp and from my house that I live. That's why they go to [inaudible], they want to see. SK (33:04): So, you didn't see her when you were in Cambodia? WT (33:06): Yeah. SK (33:08): Oh, you did see her? VT (33:08): Yes, that's right. WeSK (33:09): But you had to pay $200. WT (33:09): Yes. VT (33:09): Yes. $200. WT (33:10): [inaudible] had a long [inaudible]. Plus, people that [inaudible]. They had to sleep one night from [inaudible] to for my niece to see me. Page 24 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. SK (33:29): So she's not free to leave the country there? They're still holding her? VT (33:33): Yeah. NowWT (33:34): See, I went to a international before my mother dead. Before my mother pass away. And Captain Flynn. Yeah. Captain Flynn. VT (33:51): Yeah, Captain Flynn. WT (33:54): She work for the [inaudible]. She said I cannot leave my [inaudible], because [inaudible]. SK (33:54): Oh. WT (33:55): They just want mother... VT (33:57): The rule change. WT (33:57): ... or father, or brother, or sister. SK (33:57): Immediate family. WT (33:57): Yeah. VT (33:57): Mm-hmm (affirmative). That's why we wait, and wait, and wait. So we cannot get [inaudible]. WT (34:06): Page 25 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. But right now, I heard we can sponsor from Cambodia to United States. I just talked to my wife this morning, and she's still have one brother, two sister, and two.... VT (34:29): One niece, one nephew. WT (34:34): Yeah. To her [inaudible]. VT (34:35): That you already [inaudible]. WT (34:36): We have picture. We have picture [inaudible]. VT (34:49): Sad story, Sheila. SK (34:50): Yeah. Yeah. VT (34:50): That's whySK (34:50): It's hard to imagine. VT (34:56): Now we leave all [inaudible]. This all that we can show. WT (35:04): Let’s see. VT (35:04): We [inaudible] a lot together. This is my sister, here. WT (35:11): Page 26 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. Yes. [inaudible]. VT (35:12): Now she's teacher too, over in Cambodia. WT (35:13): [inaudible] when I went there. And she told me her [inaudible] is in college. VT (35:13): In Cambodia. WT (35:13): [inaudible]. VT (35:13): Yeah. In Cambodia. WT (35:23): [inaudible]. VT (35:26): Oh. My uncle. He is very tall. [inaudible]. WT (35:31): This the college. VT (35:35): [inaudible]. WT (35:40): [inaudible]. VT (35:41): [inaudible]. SK (35:47): It must have been hard to say goodbye to her, to come back here. Page 27 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. WT (35:49): [inaudible]. VT (35:49): Oh, Sheila. All day cry. Especially my daughter, my son. WT (35:53): See this? All these people, uh when I went there we uh make celebration. Yeah. With all theVT (36:01): They so happy... SK (36:02): Why? VT (36:02): ... to see us [inaudible]. SK (36:03): [inaudible]. WT (36:03): Yeah. VT (36:03): One month very quick. Very quick one month. SK (36:07): Yeah. They [inaudible]. WT (36:09): [inaudible] cook, chef. SK (36:09): Wow. WT (36:20): Page 28 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. They so happy to see us, and we come close. "Oh, they are people from United States. Oh. Look [inaudible]." They used to say that. These are people in front of the airport. When I went to come back to the United States, and I took a picture. See. SK (36:42): Mm-hmm (affirmative). All friends and relatives of yours? WT (36:45): Yeah. VT (36:45): No. WT (36:46): No, it's justVT (36:47): It's not all mine. Different people. You know? They come to wait, to see. They have their brother, sister, [inaudible]. You know? Sometime go to ask "Did you heard this name, that name?" Because they miss to... very, veryWT (37:01): See? These are my wife’s sisters too. VT (37:03): Just married. WT (37:07): Just married after we come back. We cannot wait, because we just have one month vacation. VT (37:14): [inaudible]. SK (37:35): Wow. WT (37:36): And then we cannot wait. Page 29 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. SK (37:36): Oh. But she sent a picture? VT (37:36): Yeah. WT (37:36): Yeah. She sent these two pictures. VT (37:36): This my uncle, this my aunt. SK (37:36): [inaudible]. VT (37:36): There is my brother. [inaudible]. SK (37:36): Oh. VT (37:36): Where? [inaudible] SK (37:43): Are you still an electrician here in the United States? WT (37:46): No. SK (37:46): Doing something else now? WT (37:47): Yeah. SK (37:50): Page 30 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. I think you might have told me [inaudible], but I forget. Are you starting your own business? VT (37:50): Yeah. SK (37:57): Or, were you trying to start your own business? WT (37:57): Yeah. VT (37:57): Because now, Sheila, my husband will get... almost 12 years, right? WT (38:03): No, 10. VT (38:03): 10 year. And got laid off, now we know. I keep telling him. "Go to school." You know? No one can steal education. [inaudible] you know keep like a trick on us. And he got laid off. See? That's very... WT (38:18): The one that I'm talking about. That's [inaudible] with my mother and sister to come. SK (38:18): Yeah. WT (38:18): And then... SK (38:40): So did you have to start from the beginning with your education? VT (38:44): Yes. I became the first Cambodian teacher in Lowell, in 1985. So I study courses you know every semester. So now, it seem like 120 credit a lot too. But I keep take every semester. One, two, or three. But last year, the year before, I took a lot. Like, complete 10 courses, eight courses. Page 31 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. But now, Dr. Pearson told me, just two more. That's it. So when I have a degree, I can go to get certified too. Because before you get certified, you have degree first. But they cannot give, because I don't have any proof. And they invite other experts, come. You know? WT (39:35): Most of the camp... SK (39:35): Hold old were you? VT (39:39): Very skinny. WT (39:41): Skinny. [inaudible]. SK (39:42): That's still in Thailand? WT (39:47): Yeah. VT (39:47): Yeah. SK (39:48): While working here? WT (39:48): That's one teacher. VT (39:51): My husband. Yeah. And I teach young children that come. You know? We have ฿10. For one day. Right? ฿10. Thailand money. ฿10. They call it, ฿10. So my husband get ฿10, I get ฿10 every day. You know? That's why. To survive, at that camp. SK (40:11): What year did you leave Cambodia and get into the camp? Page 32 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. VT (40:16): '79. '79. SK (40:19): So you spent two yearsVT (40:20): Spent two years, yeah. So I start teach over there almost two year until the name call, that's why I left to United States. SK (40:30): And some groups sponsored your coming here? VT (40:34): We pick, from I heard, I fill out the form, because a lot of American people went to the camp. They ask more information. They ask me to want to be like one more they understand French a lot. Or English, some. So I work with a agency, Like, a hospital, a lot over there, they need me too. But lucky when I go to interview with the school, they say they want to take me to teacher, and the other one want me to be a nurse over there, because I know I was a midwife in Cambodia also. So seems like one want me, they want me but... finally I teach, because my husband sport teacher, and say, "Oh, teach." And I had my son too on that time. So we both went the same. You know? Teaching. And we get money from that. SK (41:25): So your husband taught sports? VT (41:25): Yes. SK (41:26): And he was an electrician, too? VT (41:34): No, in Thailand no electrician. He electrician in Cambodia. SK (41:38): Cambodia. Yeah. Page 33 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. VT (41:40): Yeah. He get a good job. Like, in here too. Everything, he can do it. That's very good. SK (41:45): That's good.. VT (41:45): Yeah. Have a lot too. You know? If you car really expensive. Seem like little thing he can by himself. So that's very good. SK (41:56): Now, did you have any choice about coming to Lowell or...? VT (42:00): Oh. The point is, I came the first time, I came to New York. SK (42:06): Oh. VT (42:06): Yes. The first arrive at New York, February 18th. I remember. I never forget. '81. And I came New York almost one year before. Very hard at New York. I live at Brooklyn. My son often sick, sick, sick. And I took subway. My husband came early. Two weeks he had go to work, because they don't provide welfare or food stamp. So he go to work, because say, "I have only one son." So that's why he go to work very far. You know? Take subway, and 15 day in United States. $3, something he work there. VT (42:50): And after that, friend in mine live in Lowell. He call and say... because he know my background. Because usually, I learn in Cambodia. Have a lot education. And he say, "Come here." Because hear everything I told, because I have a hard time. Take subway, bring my son, go to the clinic that's very far, change different train. You know? Almost very, very hard. And he call, and I told about life in New York. And he say, "Come here, because in here, they have education, easy to go to hospital, easy you know to go everywhere." VT (43:28): So we decide. Say, "Oh, maybe we can." And after that, is why we came in Lowell in 1982. January fifth. Yeah? January fifth, I came in Lowell. So, came in Lowell, that's why I say, "We Page 34 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. cannot survive, because we don't have any welfare and food stamp." I decide to go to work, too. And on that time, '81, '82. It's very, very hard to get a job. So they took me, interview me [inaudible] they choose only me to work at company product for glasses. Because I can understand. Hard to find a job on that time. VT (44:11): So after that, I worked at the Prince, because I have Deanna. And my son go to school, and he missed school. He missed school one day, because the bus didn't pick up. So I make a phone call at Greenhalge School. So I make a phone call to say... Because the bus didn't pick up, I drop my son to school. And that time, that's really that I start to be a teacher. And Miss [inaudible], my son teacher, had problem with the Cambodian kid. They cannot understand what parents say. On that time I brought my son in there, he said, "But you have to speak Cambodian with the other parents, because they cannot communicate." So I talk, and I tell English that she say, "Oh, you..." She asked me about my background, "What do you do?", and say, "Oh, you should apply, because they have job opening. They want to looking for Cambodian teacher." VT (45:08): So she call right away. Because Mr. Gallagher... She spoke with Mr. Gallagher, principal at Greenhalge. And she called to [inaudible]. And one day I worked over there. I have good salary too, at Prince. And they call me, interview on Friday, and they let me work on Monday. I get job, that's why I became a first teacher. And after that, I teach Vietnamese, Laos, Cambodian. At one class. You know? So they don't understand. I cannot speak much. I know how to count in Chinese, in Vietnamese, or in Laos. But not much word. You know? My husband know a lot. Like, different languages. He know a lot. You know? The word to find. You know? That's very good for him too. That's why I start teacher in 1985. SK (46:02): That's great. VT (46:03): That's right. Look at that story. I still do my resume on that, because I never forget. So I write down, because... You know? Who knows? That is for my children to see what happened. You know? The sequence of life. So I already write down, that's why I took classes. Sometimes they ask about writing on our lives. Very, very share. And when you see the sequence look at, that's sometime I have free time, I lay down, and with my husband, and we thought about it. How we all now. You know? Seem like it's amaze. We don't think we have everything, and we do. VT (46:51): Look at our life. We supposed to be killed on that generation. We so skinny. My husband work very hard. You know? Now he's very hurt, still hurt. A lot of things he hold. Because you cannot Page 35 of 36 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 1 of 2. say no. If they say you have to do, you have to do. But me, lucky. I'm lucky on my generation. I'm so lucky too. And that's working so hard. Because, seem like I don't know. That's why I say my life very, very lucky. When I work with my parents, I'm very lucky too. Because I have my sister do all the work. And very good, because only one for me is study. I really love study. That's why I say, I still remember my parents. Especially my father. Because he say, "No one can steal your education." He worked very hard for me. You know? VT (47:48): Because, in Cambodia, because my family is not rich, but it's not very poor. In the middle class. But Cambodian people, if you a girl, you cannot get high education. Most have to be stay home. Some that have high education, very rich. You know? Seems like. Or lucky. For me, very lucky. You know? Seem like I finish school in my country, and I go to capital, I finish study. And I have name. Some people support me to go to more education. That's why I finish my education very high in Cambodia. And lucky, and all the communist generation very lucky too. And I never lie on that time. I always tell the truth, because he say... End of tape 1 of 1, side 1 of 2. Page 36 of 36 � https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/cd9f678738b0f07d23f22afe9a320884.pdf?Expires=1785369600&Signature=IcdJGpjoLdwOOcyPFrfxo-Uha4Rx47qRdWQS1Uj9vt3nCy9wSatfHGiWvhcmDikYw5yi8ad5ybKHX2PHzZK842EifZNZkzVopzWj6nkWpEKsXbyS%7Ef6ETxY4WEybePEXysPY%7EFKmEV2vkZ2YDQWs0MfEufRzYPYA4Z-1pumQ4cUXtiZu5luNP070Tp30EdC2wIsYOGLSIm7C7jsqLEK3abWNQNJwkStY8w1kWOZMxQWuAYa8--4QKo1gExQrB349h8Ht-GjXVBW8mDBfbuM7%7EXVR6IoSd1J4AMmAWESy00E0-i9K3gX2Tl76bLk7O2bqB35SzZlxHibwhltXIz4azA__&Key-Pair-Id=K6UGZS9ZTDSZM decf9ee134c67138154d6124a0c6f2b5 PDF Text Text UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. CONTENT WARNING: Mentions of war, death, and other situations readers and listeners may find distressing. INFORMANTS/ NARRATORS: VERA T. TITH (VT) WILLIAM A. TITH (WT) INTERVIEWER: DATE: SHEILA L. KIRSCHBAUM (SK) FEBRUARY 13, 1993 SPEAKER (TIME) DETAILS SK (00:03): In the camp you mean.. VT (00:03): No, in the communist generation, people are starvation. When I call, I say because maybe why, maybe why people like no generation because people 17 the old people they divide separately. They eat differently because what is called crime open borders or Khmer Rouge right, what's called... And our people because people 17. So you cannot eat really well. WT (00:44): When the revolution on the March 18 that their people, they were in the town because 17th of March and they put because my people in the town become the new 17 March. And there are people that they work together to control the town because they hold people 18 March. VT (01:32): Yeah 18, 17, 19 maybe, why? But they wear black too, black clothesWT (01:39): Some they do... VT (01:40): But they control no people. That's why, you cannot move. WT (01:47): That's why they killed 17 people. This [inaudible] my people. Page 1 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. VT (01:50): If you not work like they say, "They say you not very good." So itWT (01:54): 17 March come in to control the whole country. That's why we call the people in the town because 17 March they control [inaudible]. SK (02:12): And the all 18 March were the communist? WT (02:13): Yeah. VT (02:14): Yeah, they all... They say they are all. So they control. WT(02:19): They mean they are live outside of the town. That means the group, the Khmer Rouge themselves, they put their name 18. VT (02:31): 18. WT(02:32): All 18 people. That means the all 18, that mean the all person just that every people like eight, and you and me they work together in outside the forest. When they get in they control the all people. SK (02:50): And so you were the new people? VT (02:53): Yeah. New 17 and you have to work what they say. If they say like “do this,” you had to do this. If you not do... WT (03:03): Like the 18 the boss, the leader. The 17 [inaudible]. Page 2 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. VT (03:11): Employee. SK (03:13): Now you said you've lived far away from the capital, your hometown was far away from the capital? VT (03:18): Yeah. SK (03:19): Is that right? WT (03:20): But close to the program. Close to the... VT (03:25): The stadium, the state. WT(03:27): See lived close to the state. The name of the state is called Battambang, B-A-T-T-A-M-B-A-NG. Battambang. VT (03:41): Capital in Phnom Penh. When you have higher education you have go to Phnom Penh. Like in here like you want to continue around college here but if you pass college, you hold like a Harvard something like that. You go over there and live. But this lies in my near mine is very far away, fly to the... WT(04:03): Over there, the college if he needs so that we have primary school. We finished primary school, we had to go to the high school. Still have in the state and then they have the college in the state too. After we finish college we had to go to the university in Phnom Penh, the capital. On the university we have the communist. SK (04:37): Did you meet at college then, or? Page 3 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. WT(04:38): Yeah. We meet at the college and we marry before the communist [inaudible] VT (04:45): At the time that’s lucky you know. SK (04:45): One year before the communist came in? VT (04:45): Mm-hmm (affirmative) SK (04:54): Is there a special story to the time that you met each other? Were you were in class together? WT(05:01): No. VT (05:02): We just see to each other by that time. I didn't see him very much, but we know that he told his mother because Cambodia it's different. It's not just, he seemed like he had the other school and the school and when they arrange that his parent go to my parent, that's why we marry that way. It's not like we met in the same school or never talk. I never see him too before, but he saw me. But I never see him that Cambodian culture arrange. SK (05:36): And arrange? VT (05:37): Yeah, arranged marriage. SK (05:40): And the way that works, did you have any choice in the matter or did your parents pick? WT (05:45): No we had to... Like me I had to tell my parents and my parents has to talk to her parent. SK (05:53): Page 4 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. You did notice her first? VT (05:53): Yeah. WT(05:55): But we don't talk to each other. SK (05:56): You didn't talk to her. But you saw her? And you told your parents... WT(05:57): Yeah. SK (05:58): And then you talked... VT (05:58): Yeah, but I never see because usually Cambodian girl not much, you know, not talk in private, no. Or in public also because when you a girl it's different from here that very different. When I go to school seem like we have... When I have the elementary school they are Cambodia girls school, boys school from my stand. VT (06:25): When we go to college we mix not much talking in here, share, no. If you are a girl you sit with girl. But always seem like separate, not much... WT(06:36): One classroom. VT (06:37): Yeah, one side girl, one side boy. Not much discussing, no. If you want discuss I always discuss with girl and boy discuss with the boy. So sometime they never see it's not sure. That's why I sing in here. When I go to psychology courses I see now a lot pregnancy, a lot problem with that. VT (07:02): But we have that too over in Cambodia. Not might happen like that. Why? Because girl and boy not talking so much to each other. Even I learned at university too. We don't have chance too Page 5 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. much to talk with the boy because that is the culture. When I want the way that the boy or whatever and I want, you seem like a shaking. We shy with the boy, but that is hard that is the culture too. VT (07:33): Now when the kid born in here, seem like very close. You see you don't the boy, they never married and here that from I know most Cambodian girl, Cambodian boy, they know before not like me. I never know where but when married, one year I never look at his face very... But that's very hard to look his face very in front. He keep talking, he saw me. The motorcycle, he saw me that way. VT (08:04): But I never see and married because we follow parents. Parents say marry and that time we married and we tried. And from now on and at the communist generation too it seem like husband and wife not work together. Husband work far away and I cooking you know in the big building they want me to... They have like 10 or 15 girl cook to survive. Maybe thousand people. When they come from work food had to be ready for them. VT (08:43): So that way sometime one week or two week, my husband you know come to see me. Yes, they let to come to see me. [inaudible] not very much but lucky with me and my husband seemed like we meet each other often time. But some family, no. Sometimes they kill husband, why still [inaudible]. That's very strange unless when some time we have spare time we go back sit on by seem like scary. VT (09:17): So that's why I told my husband he got laid off it seem like we sit down, you know we do how much we can save. Now we take care of my children bring them go to school, we care them first because seem like very scary. Maybe I mentioned to you or I mentioned to our team teaching over there too. VT (09:37): We sit down and say usually when we work together my husband will usually go Friday for lunch, but now we cut it down we save money that way and seemed like he knows a lot like car fixing or fixed somehow in here and electrician he excellent. He can fix everything. So we save that money too. VT (09:58): So now, seem like if I have job, seem like support that's my one and only [inaudible]. I want to be rich. That is my middle way. Now I seem like I have survived as good pay my mortgage Page 6 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. before I didn't rent. Now I rent one family to save because my husband got laid off. I get to share with me because my mortgage is very high too. That's why I’m stay. So my family all before my mother passed [inaudible]. So my husband keep [inaudible]. So now he goes to school, get more. SK (10:45): He goes to school now? VT (10:47): He go to school too and takes some college course about business. He want to do something a little bit because seem like no work is a very tight, have a single to school and we do a lot of work too now. So maybe sometimes we can do a little bit now. SK (11:09): Are you going to [inaudible] next year? VT (11:09): Now we discuss... You miss on advisory meeting. See advisory meeting on Thursday, last Thursday, yes we do that and a lot on that day uh early childhood. They have a lot of push and and it’s [inaudible]. You a lot of push and we know a lot and a lot of school asking when you there. VT (11:32): And Greenhalge school, Mr. Gallagher, why he married his wife was there. He married with Helen and Helen know me and Greenhalge School. We have to go back and after that everyone when we go back and I say, because we don't know. We say we had to work it out and [inaudible]. And then on that day he mentioned don’t be apply anywhere else because maybe he want me to try to have one more year. But not very sure yet. VT (12:02): But for me, they're asking me, they test me, ask question, how will you feel on working and then I say I love very much, Sheila. I think that program is excellent. It's not even looking at they together. And you see it, look it, we have some time problem. But you know what because people like that there even when I say thinking of this program is excellent as far as I know. They shared it. VT (12:32): They didn't know you are when I worked at Greenhalge. Somehow [inaudible] with this Cambodian kid like that. I heard, but in here seem like they don't know Cambodian or Spanish. Page 7 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. They really enjoyed together, the three year over there. That's why I like that way. They keep asking me like that and a lot of same, I try. They learn very good too. VT (12:57): Even understand or repeat but they try very hard. Even when you know that's why I saying, the more language you have, that's easy to live on that I have my experience. I know friend, and I have vacation and I went to [inaudible] last few years but my mom was alive. Even then my husband's friend, we go two car and he got big accident, they get hit from the other car because [inaudible] drive very fast. Did you went there? Very fast drive and hit him really badly. And he cannot speak French. VT (13:37): And over then they taught you English too and ask for help with English and they asked, "Can you speak French?" I said yes. I asked called report police ambulance come right away and car got hit on one spot. We had to go to hospital, hospital speak French too. So if my husband and me cannot speak what should we do? VT (13:59): That's why I still write in [inaudible] for my children. That's why my children enjoy learning language. So my husband keep my son, my daughter learn Khmer everyday one hour, because it or now when they know more they put them in the regular class before my children belong bilingual. They know you know. VT (14:22): So now they say you understand we have mainstream, they go regular. So we don't want to miss our culture because now he write the letter to his aunt, he write in Khmer too. So that's why he wanted. So I say that school time. He has time teach them and he learned more French from me if I have time. If I have time in Spanish too. SK (14:49): Yes. VT (14:50): My son love it because now they cut off at [Bailey/Daley?] school. Before, they have Spanish lesson, now they cut off. But he knows some, I say don't worry maybe go to high school. Maybe some more but I want him to get a Spanish because this area you know more Spanish because French, I will have more later on. Because now look at our society a lot of Spanish everywhere. So when you get a job, you know English and you know more Spanish and you know about Khmer. That's easy to find, to understand to each other. Page 8 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. VT (15:28): If you don't understand when Spanish say ah we don't know. That's hard, that’s why I know. That's what I heard one time I will get Greenhalge School they say English only. I say I went to public hearing at Smith Baker. Unbelievable. English only seemed like I still remember in your [unknown]. That's good. When you go outside I went to [unknown] something happened. You cannot do English might be you have hard time. How hard you all imagine it if you cannot speak the other language. VT (16:02): And you just stay in own pond that's good, very well. That's from I understand that's why I really love the [unknown]. I really give example like that. I think you noticed it's very good. If children enjoy and look at, few children fluent Spanish, understand, I play card, play song, they remember you know body part. They go to Cambodian store they say in English, in Khmer [unknown Khmer]. In there. That's really good. SK (16:39): And you're great too you. Everybody will be sad if you leave Demonstration School. VT (16:43): I don't know but I like because for me, it's okay, Sheila. I can go find job. Every school now, a principal and by [inaudible] school want me to go to her class to... And a new school and get school year they want me there. For me it's okay but feeling that's really impressed me with the children. VT (17:07): We will cry. Professionally I cried because last week Julie left, and we went to see the show at South Campus. Children cry really hard because Julie left, we saw Julie. So seem like hard to. That's why we had Cambodian proverb say, "People come in very happy, when get out very, very sad to get." That the way it is. That's now at school advisory last Thursday they discussed about that, but we don’t know yet because the plan is to be changed, have to be rotated. That the point. But we don't know yet, maybe sometime we can change and we can use the two year and I had to go to the other school this year too, that’s why [inaudible]. VT (18:08): When you gave Vera too much school. But now I don't know but just he said on that day, not yet don’t go apply everywhere. He will work it out for me but we don’t know yet. I love very good, Sheila. I try very hard. Sometimes children not ready to learn or different, but when they ready, it's very good and then it's excellent. That's why I said this program is really excellent. VT (18:38): Page 9 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. If all the world understand each other like a singer song. First we know vocabulary like came here. I pull out, I recite the vocabulary to be able... My body go to understand. If you don't have word, how do you understand? First, you had to learn the word. That's why I had to pull out, play games made something different for them to learn. VT (19:04): If you have word in your mind, you combine word together and you can speak out. So you can get food to eat easily. When you go somewhere you can speak. That's why I said this group is excellent. This program, did they repeat... SK (19:22): Now this question doesn't have to do with the school, but I'm curious to know. The Cambodian celebrations that you do here now that you're in the United States, but especially in your family. I know that Cambodian New Year's celebrated. VT (19:33): Yeah, we do. The other one and the [unknown Khmer] is very, very important and [unknown Khmer] is called soul day. WT (19:40): Soul day. VT (19:40): Soul day. That celebration is very big one. Because in life, we believe that parent or family pass away. We believe because the lifecycle has to be resize. The had to become by. So when the people was that from the believe, they still hang around somewhere. We don't know to get the new life and they are starvation, looking for food to eat and we are alive. VT (20:10): So that's right that we believe we make your food, we bring to the temple and the monk pray for them to come get out even some people with something bad and their life, they cannot find the place to reborn. So that's why they hang around. We believe that it's why the big celebration. Everyone never miss. WT (20:35): Like my mother passed away and the place that buried her and when we love her so much and we would like to do something for them. We understand that she have a hard time to carry like a problem [inaudible] until to the board, and we have to understand how heart she is carry after the baby born take her to give the food, provide this provide that. Even go somewhere she had to Page 10 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. carry us. That's why when she passed away we had to do something special for her. This not the time that passes away. This is a year and a year after I had to invite the monk and some people some nun to go over there to pray for her and on the place. Use the picture, here. This my mother’s picture put on the stone on... How do you call this? SK (22:02): A tombstone in the cemetery? WT (22:04): Yeah. SK: This was, where was this? VT (22:05): In here. Lowell. WT (22:08): I think just first one, right, that we bury. The Cambodian usually do uh burn. SK (22:12): Cremation. VT (22:12): Cremation. WT (22:14): Cremation. But I miss her so much. I cannot cremate her. I had to leave her one place and I bought a big land and I bought four place for her and it's a big, I don't want to step on somebody else. I just do around the map and put a flower the summer or I want to do like this just go there and put [unknown]. VT (22:44): And now in monk they pray. WT (22:46): Pray. VT (22:46): Page 11 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. That's we believeWT(22:47): Do we believe just only the monk? And they have candles and they have incense. That mean when the incense burn that mean that we can go to... We told the monk pray my mom and then a time a lot of people. SK (23:15): Is there a certain day that is Soul Day? WT (23:18): Oh, yeah. Once a year. VT (23:20): Yes, once a year in October. SK (23:22): October? VT (23:24): Yeah. WT (23:24): It's close to the Easter. VT (23:27): No close to theSK (23:28): Memorial Day? VT (23:29): ... Halloween. Halloween, October. Because that's why I still say because they were like different and know, Halloween seemed like a fun for children. And this really every Cambodian had to be do that because if you not do that, we have like the thing that say the people that was that, that relate to our family, they looking for seven temple. That they didn't see you make anything and pray to them, they will you know... Page 12 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. WT (24:04): Cry. VT (24:05): They will what it's called cry very hard. WT (24:08): Because on that time theVT (24:11): And it's not blessing for you. They don't want to blessing for you to see the very bad new for you. They say like you have something bad that we believe that it's a very big celebration. Every temple and here we have two temple, now because too many people at one. So we just have one more temple near here and the other one near our school. I think the [inaudible] school very big place. Very, very big over there. SK (24:52): At [inaudible] street? VT (24:53): Quinley? What’s it called? Quinley? Quinley Street? Yes, yes. Very big and beautiful. WT (24:53): The time we went to Cambodia to her house, my wife’s house. Her father bone buried and we go there. We ask the monk to take him out and put special thing where we have buildVT (25:12): Cemetery. WT (25:12): ... cemetery. VT (25:12): Monument. We have monument over there. Put them. Seem like make you luck, that we believe. But I believe that's very true come out too, Sheila. We do good things, we receive good thing. That's my believe, that's why we do reallyWT (25:28): Page 13 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. What's... He pass away in 1979. ‘79, burry. VT (25:40): And this all the bone. WT (25:40): ... very bone. ‘91. VT (25:40): ‘92. WT (25:47): ‘92. And the bone still good. We said it's a good bone. SK (25:51): But he was killed by the communists? VT (25:52): Yeah. WT (25:54): Not killed by the communist. VT (25:59): In the communist generation. WT (25:59): The time that the communist out and he pass away. VT (26:07): Yeah, the communist generation. I didn't see him on that time when we go. My husband and me go there let's see while he was there. We didn't see him while there. SK (26:15): So he died natural causes during... VT (26:16): Page 14 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. Yeah, natural. No seemed like he really starvation or food. Very skinny. That my brother, sister told me, which mean seemed like killing by communists also because very sad, very sickness. That's why he told me. WT (26:32): They celebrate for my father-in-law. This is my wife's brother, that the sister come back and married is the school teacher and this my niece. Nephews. VT (26:57): The parent. No parent when they were young, that's very sad. My niece and nephew. WT (27:08): These five, these fiveVT (27:10): They're single. WT (27:11): ... no parent, single. We just have the old sister over here. And when I went there I couldn't believe they have taken care by themselves. No old people take care. We saw surprise. VT (27:29): They're very, very strong. WT (27:31): When we went there we're so proud that they don't have no parents and how they grow like this. VT (27:38): They grow themselves. SK (27:46): Did your mother die before your father or after your father? VT (27:49): Yes. My mother died before. SK (27:49): Of natural causes too but during the communist generation? Page 15 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. VT (27:50): Yeah. Then from point is very starvation, Sheila. No food to eat, not enough. That's why sometime they're working hard. But some that my parent die from that way but the other people die from killing, shooting and very hurt with the stick like here by [inaudible]. Very, very sad. WT (28:18): Long knife like very sharp. VT (28:19): And like this. And that's why I collect what is called magazine and it's called? No, it's not magazine. Geography? I have that picture that's why I bring to show that I do on Cambodian hero, this team and I bring different picture, different story, different book to show them. They really enjoy to ask this question about. So sometimes they say mine is hero too because I have lived, stay alive because suppose we tell them about how Cambodian map is that those like history first. VT (29:00): And we learn about Cambodian hero. What is hero mean? So it's come out beautiful even Julie too do draw beautiful; she want to gain money. To be hero in Cambodia. Some say want to be building hospital. Look at the idea. I have a lot of things, keep it over there. WT (29:24): These the people they kill they took a picture. This is Pol Pot, the leader of the Khmer Rouge. VT (29:33): Black. SK (29:33): That's one. VT (29:41): A lot of bone look at this is. SK (29:41): Which is notVT (29:46): This is the [inaudible]. It's not like my father was that was sickness. Page 16 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. WT (29:49): He kill like I kill animal. VT (29:50): This one like animal, Sheila. I shake like this. They go get in line. Get in line and bang, bang, bang, with a stick like a bat. SK (30:03): I heard they killed maybe 3 million people? VT(30:08): Yeah. Look at these unbelievable, they had this. How they get all this? That's right. I collect you know. When I see something I already pull on together. SK (30:20): You teach your children about the history? VT (30:23): Yeah. SK (30:23): To make sure that they know? VT (30:23): Yeah. Because first I told them where I born. The place that I born. Introduce them [inaudible] they know how I escaped. First I live in here, continue education. So everything they know so I point to them about me. WT (30:40): Vietnamese soldier. Vietnamese. VT(30:47): Look at... So that's my prayer every day. I want peaceful coming soon. WT (30:52): My believing: if the Vietnamese don't want it, just my understand, if they don't want it, they just take care their country and leave my country alone. I think no problem plus China's too. China Page 17 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. they want my country too, you see. I don't know. You see in the communist time, all the time they just took the time to turn for the [inaudible]. VT (31:22): To make a show to sometimes. WT (31:22): And they took the [unknown]. They took the [unknown] to make spoon. You see that? VT (31:22): You know what that’s why no education. No son, and [inaudible]. WT (31:22): No, the leader they have education. VT (31:22): My different. WT (31:31): The people see that this is the capital before communists. VT (32:02): My son-in-law this very much. WT (2:06): [inaudible]. VT (32:08): He loved it. He went to work Cambodia, he want to go to see uncle one. His uncle one, but we cannot go because not safe at all. You cannot say I miss it. WT (32:22): On a high way. VT (32:23): I went there one time when I was young. SK (32:27): Page 18 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. What time? VT (32:27): Only one time and over there they have let me say people that came to see uncle what that means lucky people even people live around in this place around they cannot go in there. They say thatSK (32:46): Who is controlling it? WT (32:47): This place? SK (32:47): Mm-hmm (affirmative). VT (32:49): Now they say Thai want it and we don't know, Thai that place. And that's hard. SK (32:57): Thai? Thailand? VT (32:58): Yeah, Thailand. My son want to go. He do research on his paper, on this too. He went to library and we have somebody's friend research that he say he want to see it. But when I got there I asked let's cannot say, we cannot go unless there isSK (33:15): Well I have that beautiful picture that you brought back when we had the interviews. You handed everyone one that I put it out up on my dining room. Very pretty. VT (33:28): That one look at I want to from there. Before we don't have it I bought over there to show my children $5 when long time. WT (33:46): This was very hard to I carry it from the [inaudible]. VT (33:47): Page 19 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. Oh, my goodness. WT (33:47): They don't let you carry it. They take care for me and when I got to Boston, which is [inaudible]. VT (33:51): That's the one to see, you know. Even my grandchildren later on lucky if they have this thing to show them. Very simple thing and look like my mother made that. That's really show how working hard and so my children never forget. So we save a lot of things. She sew very hard. SK (34:16): She sewed that with all the beads? VT (34:17): Yep. And spend a lot of time. A lot of time, Sheila. She sit down and do that's very, very you know for culture. That is fun. Usually we do when we go to the temple. That's very important point and she complete just notWT (34:29): They cannot be done for regular. VT (34:29): Not regular celebration and specialWT (34:35): When they have child. Not a daughter, just a boy become a monk. VT (34:45): We had that really [inaudible]. WT (34:48): Become on Monk and thenVT (34:49): That's my son became a monk. WT (34:51): Page 20 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. ... They put that on the clothe before they get the clothe for the monk. Yellow cloth, clothe. The parent have to uh... that’s my son. VT (35:04): That's special and she completed. WT (35:08): My son become a monk when uh... three months' vacation. VT (35:10): He was nine years old. Two month and half. WT (35:19): My mom want him to be a monk. To pray something for us. And after that the head monk... VT (35:25): Unbelievable. 10 week. Nine years old. WT (35:30): We can put it on. VT (35:31): And eat only two times a day, nothing else. One morning and one afternoon. WT (35:36): Morning and lunch. VT (35:39): That's all. WT (35:40): You know this... [inaudible] He’s the president of the CMAA, too. After him, and then Narin [unknown] after theVT (35:52): You know Narin [unknown] because I saw his name. SK (35:57): Page 21 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. Yeah, I know him just through the [inaudible]. VT (36:02): And after Narin, my husband tried to happen the president to help in 1987. SK (36:29): Wow. WT (36:29): [inaudible]. SK (36:33): So this is all in Lowell? VT (36:34): Yes. WT (36:35): And we look so small just [inaudible]. All I think can [inaudible] made this here how to look for us. That has been very [inaudible]. VT (36:35): That's right classify look. It's amazing and... WT (36:38): And he not hungry in evening and nighttime at all. I don't know that we believe and we put that on and we have Buddha put inside here. VT (36:54): Because my son always if he opened the... [inaudible]. That's why I still wonder my son hungry. But finally, he said no. 10 weekSK (37:06): 10 week? VT (37:08): Yes, vacation. All vacation is spent there and come back, go to school with no hair. Page 22 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. SK (37:17): Now, do many boys do that? Many Cambodians? It's a very special. VT (37:21): Very special. And seem like if you have son like that which mean we are lucky parent because he seem like he do the job like my husband was a monk too. He took his vacation and he paid because we believeWT (37:37): I do that for my mom. VT (37:39): He do for his mother. But it's very, he do that very religiouslyWT (37:43): Like, like we... VT (37:44): Look at that my husband over there. WT (37:55): We know her for almost [inaudible] way, right? And we are the son, we kno, we try to open way for her [inaudible]. We had the son before the parent passed away to become a monk for her, open the way for her and then see she really enjoy, she really happy. She really peaceful when she passed away. VT (38:24): Peaceful, my mother passed away, that true. I believe that's why I see by my eyes. WT (38:37): I prepare my mom and another person that I saw by my eyes in the Lowell. Even Cambodians [inaudible]. Maybe not only one son like me, have many children. VT (38:41): Many son. WT (38:47): But he have a [inaudible]. Page 23 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. VT (38:52): Oh my God. [inaudible] I go to see it when [inaudible]] he passed away. Unbelievable people pass away. WT (38:54): Had the monk come to pray for him. They still not [inaudible]. VT (38:55): Did you ever see people pass by your eyes? I have two. My mother, no that very carefully is two, he one that my husband just say the man in Lowell. Oh, Sheila. Had to pass away. But my mom at Saint Joseph Hospital. My mother in law, it's a very peacefully. Peacefully. WT (39:27): You know what? After that I tried to find out what's going on then I know this when people like young like me are very peaceful for the you know the... VT (39:27): God [unknown]. WT (39:27): [inaudible] then in this let's come to you when the [inaudible]VT (39:27): I believe. WT (39:27): [inaudible] before she died. You will see what happened. And my mom passed away go like a sleep. Easy and then [inaudible]. VT (40:07): Unbelievable at Saint Joseph. WT (40:07): And one another day I believe [inaudible]. Maybe with time. Talking of [inaudible] with time. Go the temple or go to the church [inaudible], VT (40:23): Page 24 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. So you calm yourself down that the point I think you seem like everywhere want this, want that. You still want it so your mind is not very put together when you seem like go down. You've seen the way you go. That's right peaceful maybe. But my mother very peaceful. I keep going and sit down with my husband, my children was sleep and very peaceful. We sit and sit until she passed away. Very nicely. SK (40:58): One more question I wanted to ask you about when you first arrived in the United States. You said you went to New York first. What was your first impression of the United States? VT (41:11): Oh myWT (41:13): When I sit like this like people at the moon. Because my country when we live a big country like [inaudible]. VT (41:18): Oh my gosh, Sheila. Speaker 3 (41:20): When I go to the market I saw everything new in the refrigerator, everything fresh. I so impressioned. VT (41:40): For me, I’m scary. WT (41:41): Coming out of my heart and every word that I want to say I wrote a letter to my country, to my niece, my brother, sister [inaudible]. VT (41:54): First time I came I still remember on February 18 that the snow coming down. That's my first time, I never see a snow. I will send the sandal from Cambodian and the guy go pick me up very tall man. I say what happened. We scare, I scare. My husband not scared but me very scary. I think because no lie. What should I do? They gave me $45 and that time $45 for three people. Yes 45, 15 for each. $45 and he goes looking for my husband needs over and finally decide we come with him. And they brought us to go to the hotel and leave me right there. And that is the Page 25 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. first time I never meant. I'm so hungry. What we do my husband come down because at hospital they have a grocery downstairs. VT (42:54): My husband come and buy bread and little food over there. I cannot sleep that night. My husband sleep, my son sleep, but I could not sleep. I made a wonderful job to write down to let my son. Because I look at the snow is coming down and I was wondering what should I do? This is the new country for me. What should I do? I keep asking myself. I said what should I do because usually I don't know. They don't they have rice to eat or I'm not because I came in the Thailand camp, no raining about United States because usually I heard when they go after the call to the United States they have training like a six week, six months, six months sometime at Philippine or somewhere else but me, no. When my name was called boom in one day, United States right away. Never stopWT (43:53): Because direct. VT (43:56): Direct. WT (43:56): We come direct. We not go to the another country like Philippine or Malaysia. Somewhere... VT (44:06): Directly to United States. WT (44:07): Some friend had to stay. But I don’t know why I come direct. They look at my education [inaudible] the communist looking for me to kill more or something like that. Maybe [inaudible]. SK (44:50): Was there a thing you decided that you didn’t like about the United States? Or have you decided that there are things that you don't like? VT (44:53): In United States? SK (44:54): Yeah. What would you like [inaudible]Page 26 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. WT (44:56): And then they have many country. They have applications like France, Belgium, Australia, andVT (45:04): Japanese too. WT (45:04): And thenVT (45:07): A lot of countries. SK (45:09): You could pick from? WT (45:10): And then I pick United States because on that time when I was at the college and university. I'm studying English then I decided oh maybe I come to the United States because I know some English already and French I already study. And we decided to come to the United States. VT (45:36): We put application and [inaudible]. WT (45:38): Before the United States called, the French call first and then we decide we don't want to go there. SK (45:42): The French call first? WT (45:45): Yeah. And just we didn't decide to go to France. We wait to the United States. And especially my wife have friend in the Switzerland. VT (46:02): Usually they want before communist, they want me to go to Swiss too, but on that time seem like balancing. Which way I go? Which way I go? When I go I miss my family. So that's why I stuck with the communist. Page 27 of 28 �UNIVERSITY OF MASSACHUSETTS LOWELL SOUTHEAST ASIAN DIGITAL ARCHIVE TITH, VERA T. AND WILLIAM A. ORAL HISTORY INTERVIEW, 1993 UML 16 (Oral History #93.7) NOTE: This is the transcript for oral history tape 1 of 1, side 2 of 2. WT (46:16): You remember thenVT (46:18): Then they gave me the [inaudible]. Yes. WT (46:20): Khao I Dang. VT (46:22): Khao I Dang. They want me to take the Swiss. WT (46:30): They remember when the Swiss lady she work at the hospital. SheVT (46:35): They already gave everything, buy airline, air tickets for me. But I cannot go. That's why we lucky, we came to the United States. Very lucky. Unknown (46:47): End of tape. End of tape 1 of 1, side 2 of 2. Interview ends Page 28 of 28 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Tith, Vera T. and William A. Oral History Interview, 1993 Description An account of the resource The Vera T. and William A. Tith oral history interview collection consists of one audiocassette tape, 1 audio CD, a complete transcript, and a partial transcript of an oral history interview conducted by Sheila L. Kirschbaum with Vera Thong Tith and William An Tith on February 13, 1993. Topics covered include but are not limited to Vera and William’s children, their lives in Cambodia before they left, living and working in a Thailand refugee camp, resettling in the United States, and their lives now in Lowell, Massachusetts. <br /><br />The collection is accessible on this site.<br /><br /><strong><span class="TextRun SCXW158174635 BCX0" xml:lang="en-us" lang="en-us"><span class="NormalTextRun SCXW158174635 BCX0">Content warning:</span></span></strong><span class="TextRun SCXW158174635 BCX0" xml:lang="en-us" lang="en-us"><span class="NormalTextRun SCXW158174635 BCX0"><strong> </strong>Mentions of war, death, and other situations read</span></span><span class="TextRun SCXW158174635 BCX0" xml:lang="en-us" lang="en-us"><span class="NormalTextRun SCXW158174635 BCX0">ers and listeners may find<span> </span></span></span><span class="TextRun SCXW158174635 BCX0" xml:lang="en-us" lang="en-us"><span class="NormalTextRun SCXW158174635 BCX0">distressing.</span></span><span class="EOP SCXW158174635 BCX0"> </span><br /><br />View the collection finding aid for more information, <a href="https://libguides.uml.edu/uml16" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml16</a>. Source A related resource from which the described resource is derived Tith, Vera T. and William A. Oral History Interview, 1993. UML 16. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Relation A related resource The collection finding aid, <a href="https://libguides.uml.edu/uml16" target="_blank" rel="noreferrer noopener">https://libguides.uml.edu/uml16</a>. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Vera Thong Tith and William An Tith oral history interview transcript, 1993 Subject The topic of the resource Cambodian Americans Electricians Elementary school teachers Genocide--Cambodia Lowell (Mass.) Oral history Refugees--Cambodia Description An account of the resource The complete transcript of an oral history interview conducted by Sheila L. Kirschbaum with Vera Thong Tith and William An Tith. Topics covered include but are not limited to Vera and William's children, their lives in Cambodia before they left, living and working in a Thailand refugee camp, resettling in the United States, and their lives now in Lowell, Massachusetts. <br /><br />The transcript is in two parts. <br /><br /><strong>Content warning:</strong> Mentions of war, death, and other situations readers and listeners may find distressing. Creator An entity primarily responsible for making the resource Tith, Vera T. Tith, William A. Kirschbaum, Sheila L. Source A related resource from which the described resource is derived Tith, Vera T. and William A. Oral History Interview, 1993 Publisher An entity responsible for making the resource available University of Massachusetts Lowell Date A point or period of time associated with an event in the lifecycle of the resource 1993-02-13 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.  Format The file format, physical medium, or dimensions of the resource application/pdf; 36 p. application/pdf; 28 p. Language A language of the resource English Khmer Type The nature or genre of the resource text Identifier An unambiguous reference to the resource within a given context uml16_93.7_i003 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 1990-1999 Cambodians Demonstration School Documents https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/4b6784e1fda3ec63ed19184dac4db94f.pdf?Expires=1785369600&Signature=KZeizEw%7E00hOz3VJ2BhuqGrLKXpTCi1OCVhKr3Ot%7EgdhRCHeBuOFhcLSVo6D6DiHzrBlMwE8NzYZOsUfA%7Eebb1EgKU0v%7EDRq-YDqGsf5NECKTigi0ocJq0B5WiYSragrcER1xlwS%7Ef2NcfPPbU-2X-hru3OPeG-ZMEghLDDixdb81%7Eco6UMJ7Bb3TeuU-E60mYsOKz2F-RxNz7T01ql2il81aEpB%7EHDrw%7ELcJRycnLalza9HKXH7GHBicu8DQ3HtFQ2hLYfZa5Ll6igQiQhy0011XIQT-A9U9vBWWX2wDk7d-POHlyXdcvAfXGMQz5yx4w%7EVoN5naW2KlxKhkMhqYQ__&Key-Pair-Id=K6UGZS9ZTDSZM 768cdbe7500a61981a10d5ed42143436 PDF Text Text UNIVERSITY OF MASSACHUSETTS LOWELL, MIDDLESEX COMMUNITY COLLEGE,  & INDEPENDENT UNIVERSITY ALUMNI ASSOCIATION present Rekindling the Light of Khmer Arts Schedule of Events Welcoming Remarks Independent University Alumni Association of Lowell recognition of Chummeng Soun, University of Massachusetts Lowell Trailer for Sophileak: Unveiling the Magic and Mystery Performance of “Sophileak” by Angkor Dance Troupe Channa Sath as Sophileak (Female Deity) Virginia Prak as Preah (Prince) Aunaruth This story is about 2 lovers -- Princess Osa and Prince Aunaruth -- who were separated by the gods. Sophileak, a female deity who took pity on Princess Osa, went in search of Osa’s lover. She returned with portraits of many princes she had encountered, but none of them were the right one. The princess gave Sophileak her ring and scarf to continue on her search. In this scene, Sophileak finally finds Aunaruth, who recognizes the perfume on the scarf. Later, Sophileak will reunite the lovers. Preview of Apsara Dancing Stone by Angkor Dance Troupe Full performance on Saturday, Oct. 5, 2019, at 7pm at Lowell High School Reading from “Three Flames” by author Alan Lightman, Massachusetts Institute of Technology. Discussion to follow. Book signing and reception ytisrevinU tnednepednI noitaicossA inmulA � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Center for Asian American Studies. Collection, 2017-Ongoing Description An account of the resource -------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea. Relation A related resource The <a href="https://libguides.uml.edu/uml11" target="_blank" rel="noreferrer noopener">draft finding aid</a>. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Rekindling the Light of Khmer Arts event program, 2019 Subject The topic of the resource Dance--Cambodia Description An account of the resource A detailed program for the Rekindling the Light of Khmer Arts event. Source A related resource from which the described resource is derived Center for Asian American Studies Collection Publisher An entity responsible for making the resource available University of Massachusetts Lowell Date A point or period of time associated with an event in the lifecycle of the resource 2019 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 1 p. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context rekindling programming (v2) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2010-2019 Angkor Dance Troupe Ephemera https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/9570693eadb18db739a3f8493f9fd254.pdf?Expires=1785369600&Signature=oUohN4P83lE%7EoD8CCXz8hqSknlAJyGyuvV8ANxg4glSLaoeVO0op4btJBpLdofNfBA1yBCdOSgZRTy%7EfJmRbkWXo2pg%7EInz32xM9SltBIavxLinYuZVtrDh5AqkOhtdCUw3iz-MCHFzLoRR0majP8sJcVA%7EdTVGDmLEN6I6m4EMZqwz2GShFq-XJPL8FmTtHgy6lpyIJF9BQ4P5cZ-l8D1jZnfSx3ASqjGxyt4YrTiiXw2P7PEjzJRIODpxA3v5ELYKXlfBkvBNvNg3Lff7%7Eevu5ZYHeYPr7xFtR4vYThdaTgVd-kLoXOqCzhasHoATnf22fEMvDYUDv%7EasY9AXimQ__&Key-Pair-Id=K6UGZS9ZTDSZM cb89603469d2251bd52fc8cf8c4ab9ed PDF Text Text UNIVERSITY OF MASSACHUSETTS LOWELL, MIDDLESEX COMMUNITY COLLEGE,  & INDEPENDENT UNIVERSITY ALUMNI ASSOCIATION present Rekindling the Light of Khmer Arts Featuring Alan Lightman , author of the new book Three Flames and Chummeng Soun, recipient of a grant from the Independent University Alumni Association for “Sopileak: Unveiling the Magic and Mystery,” a documentary about the revival of a classical Khmer dance Monday, September 23 • 5-7 PM UMass Lowell - University Crossing Lobby 220 Pawtucket St, Lowell, MA 01854 RSVP at: www.alumni.uml.edu/KhmerArts For further information, please contact CAAS@uml.edu ytisrevinU tnednepednI noitaicossA inmulA � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Center for Asian American Studies. Collection, 2017-Ongoing Description An account of the resource -------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea. Relation A related resource The <a href="https://libguides.uml.edu/uml11" target="_blank" rel="noreferrer noopener">draft finding aid</a>. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Rekindling the Light of Khmer Arts event poster, 2019 Subject The topic of the resource Dance--Cambodia Description An account of the resource A poster for the Rekindling the Light of Khmer Arts event. Source A related resource from which the described resource is derived Center for Asian American Studies Collection Publisher An entity responsible for making the resource available University of Massachusetts Lowell Date A point or period of time associated with an event in the lifecycle of the resource 2019 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 1 p. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context REkindling Light Khmer Arts_FINAL POSTER Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2010-2019 Posters https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/6266a54778210aa63b933de89aaf79a8.pdf?Expires=1785369600&Signature=UFeBhb-EHUU-U%7EMmhjzO5zUlkg77zxE6TmNeqyU7HWeZVbN9rE8VBhahZc9jQx1RdoZB3HLVSs98hDf-iC4-c5LdW1p%7EMBJv5HLSso6P316cPOYBGrnLDGrKyZRW-18swbE6iU4G%7EUO6hd8e4mEwXjqNBrflD0%7Edp%7EGTYu5yy0Ni3OTh77Jf-HbaYT3OlK79w9R-QNoLd-cEwbt7NV67MLtT3ePiJUUEzcfssUlPgSmdYNNekc2YDpOEYWU-0S7tWKpmysLp6FISwTf4%7Ewk6651r9UULfwJGxhO2Q3BW%7Eo92ss%7EGCdP6snC1oI7TuytEQYFQL75jPBJnhb%7Ep8U8bog__&Key-Pair-Id=K6UGZS9ZTDSZM 9559b397b2b94bafc7b6f53e57074e67 PDF Text Text UNIVERSITY OF MASSACHUSETTS LOWELL, MIDDLESEX COMMUNITY COLLEGE,  & INDEPENDENT UNIVERSITY ALUMNI ASSOCIATION present Rekindling the Light of Khmer Arts Featuring Alan Lightman , author of the new book Three Flames and Chummeng Soun, recipient of a grant from the Independent University Alumni Association for “Sopileak: Unveiling the Magic and Mystery,” a documentary about the revival of a classical Khmer dance Monday, September 23 • 5-7 PM UMass Lowell - University Crossing Lobby 220 Pawtucket St, Lowell, MA 01854 RSVP at: www.alumni.uml.edu/KhmerArts ytisrevinU tnednepednI noitaicossA inmulA �You are cordially invited to a special pre-event reception celebrating Khmer arts and stories. 4:00 PM 5:00 PM Pre-event Special Reception University of Massachusetts Lowell University Crossing Room 255 Rekindling the Light of Khmer Arts Meet our special guests Alan Lightman author of Three Flames Chummeng Soun recipient of Independent University Alumni Association grant for “Sopileak: Unveiling the Magic and Mystery,” a documentary about the revival of a classical Khmer dance. For more information, please contact Michael Tith at 978.934.6659 or Michael_Tith@uml.edu � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Center for Asian American Studies. Collection, 2017-Ongoing Description An account of the resource -------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea. Relation A related resource The <a href="https://libguides.uml.edu/uml11" target="_blank" rel="noreferrer noopener">draft finding aid</a>. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Rekindling the Light of Khmer Arts pre-event special reception invitation, 2019 Subject The topic of the resource Dance--Cambodia Description An account of the resource An invitation to the Rekindling the Light of Khmer Arts pre-event special reception. Source A related resource from which the described resource is derived Center for Asian American Studies Collection Publisher An entity responsible for making the resource available University of Massachusetts Lowell Date A point or period of time associated with an event in the lifecycle of the resource 2019 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 2 p. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context invitation v10 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2010-2019 Ephemera https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/37f847a8575023fa8990bb9185f27388.pdf?Expires=1785369600&Signature=CR9biCX9aqEErICl5EyoLt5jHBIxmF8rTXMjJ3ZcuJSbimygHnpyBXFacqWXf7wUlNjRYYZBZS5L3eAMefgze9uaE3u1A8I1ikrhazS2IxFjZ-Sn9sJlOVHeuvVcj6qLL4d6RVXlx%7EhlhkWBtmwTbpeNFDn77-ZrEOtUSVuzb6FLxpVyAaS5Xmk75KnaC3PG%7Egj5SBIfVFAZkoFM1CpPp%7Ehpuqasv1K2hldNhwhvRceMDAzdRLgfaYjKnB--jQ7TicOG4dQkNlpEksDkpTYLB2zf45ZqjxnU1JvJIw0o4xEUCqqvacf%7ErnPsQAk-MiMZ8sAQO0YFs0bEpccde1t6zg__&Key-Pair-Id=K6UGZS9ZTDSZM 6a1a4d607305adf7bc75c03b8204dc88 PDF Text Text Engaging Southeast Asian Families and Communities In Your Classroom Saturday, November 2, 2019 OR Saturday, December 7, 2019 9:00AM to 3:30PM O’Leary Library, University of Massachusetts Lowell 61 Wilder Street, Lowell, MA (free parking in Wilder Faculty/Staff Lot, 94 Wilder Street) Register by Oct. 15 (for 11/2) or Nov. 19 (for 12/7) at www.uml.edu/sea. Check-in begins at 8:30AM Lunch & light breakfast provided $100 stipend for participation & up to 15 PDPs About the workshop: This workshop will focus on ways to increase engagement with Southeast Asian families and communities. Participants will gain a greater understanding of the diverse histories and cultures of Southeast Asia, increased knowledge of best practices in culturally relevant instruction, and awareness of how to engage Southeast Asian American families and communities using culturally appropriate pedagogy. Resources & materials suitable for use in elementary to high school classrooms For more information, please contact CAAS@uml.edu or call 978-934-4612 Presented by University of Massachusetts Lowell Center for Asian American Studies and the Tsongas Industrial History Center � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Center for Asian American Studies. Collection, 2017-Ongoing Description An account of the resource -------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea. Relation A related resource The <a href="https://libguides.uml.edu/uml11" target="_blank" rel="noreferrer noopener">draft finding aid</a>. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Engaging Southeast Asian Families and Communities In Your Classroom workshop flyer, 2019 Subject The topic of the resource Teachers’ workshops Description An account of the resource A flyer for the workshops titled "Engaging Southeast Asian Families and Communities In Your Classroom." Source A related resource from which the described resource is derived Center for Asian American Studies Collection Publisher An entity responsible for making the resource available University of Massachusetts Lowell Date A point or period of time associated with an event in the lifecycle of the resource 2019 Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information. Format The file format, physical medium, or dimensions of the resource application/pdf; 1 p. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context Fall 2019 SEA FACET Workshop FLYER_ Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2010-2019 Ephemera https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/0b20e5b4b598c182643bf616e33f8c30.pdf?Expires=1785369600&Signature=R8lXqEogn3EkQXQs-ovxG0PXL8M1iNvzT0j-qAQ-Ko2mnmTuK-ovUZI3AUUBcQkB3AHFzYEmThieY9NIxINTwuPmE4YEq-957hf45h6MIRw4Fkvm%7Ev%7E5fZGsc-U6AFnr9DGg-CZf2bo4C%7E2bx7Vh3GmnrRecNSSHIsyGdfsvz0-e5jWSVXX0DxJSjcO0U0x7YUWlEoJp2RUpcd7yA7Jv7eObSSsSuf-i485QYv35uWK4lloNc17uUDIedPVM%7E0miV63mrtXFgKI%7EPY1Vle-7OZm6MqQstkRDfKDD-K8f7tL7SJKTl8qSeJoUETTj%7EdqLcidiZuVHlc-iWQ0AYIuSVw__&Key-Pair-Id=K6UGZS9ZTDSZM 1e60f0260764e1e850c1b7cab6a07552 PDF Text Text Vietnamese Focus Group, story 6 (Formation of Vietnam) R: But surprisingly, none of you picked the Lac Long Quan Au Co story. That is the main story about . . . Very important story in our history. R: Something . . . with real power. R: It a part of our history, called . . . the word in Vietnam called Con Rong, Chau Tien. This mean Children of the Dragon and Grandchildren of Fairy. So that the Vietnamese is proud of that heritage which is son of the dragon and grandson of fairy. So the story go like this, Lac Long Quan is one of the son of the dragon from East Sea coming to the north. And met a lady which is the daughter of fairy of the mountain. So they got married. After that the Au Co, which is the name of the daughter of the fairy, not give birth, she laid a hundred eggs. Moderator: She’s a very fertile woman. R: She laid eggs that hatch into a hundred sons. This is just a story, a hundred son. R: It’s like the God of the Mountain and God of the Sea. R: Then after they live with each other for a while, Lac Long Quan said to Au Co, “I am the son of the dragon, we live in the sea. You are the daughter of the fairy, you are the mountain. We cannot live long together. So why don’t we divide it? I take 50 sons going down to the sea. You take 50 sons, go to the mountain.” So they separated. And 50 children . . . however when we separate, but we help each other. If there is any problem we will help each other. So the 50 son go with Lac Long Quan, that make the Vietnamese today. R: I think because Vietnam was surrounded by the sea, so that’s why they . . . R: I think the story . . . I mean today, a lot of people explain the story the way how our ancestors tell the story. Moderator: There’s 50 sons up north and 50 sons in the south. So 50 sons in the mountains, and 50 sons in the sea. R: The 50 sons follow the father, make the country, we call Van Lang. And there are a lot of stories relating to those dynasty called Van Lang. Eighteen kings Van Lang. Many stories like banh chung, which is we make the rice cake, and the story how we eat the petal . . . the Asian, we eat the leaves and the... R: The beetle juice. R: Yeah, yeah, beetle. So many story relating to that 18 kings we call Van Lang. That is the pre-date to An Duong Vuong which is the story my wife said. So that is pre-date to that history. R: This one is the 18 one also the princess . . . R: Yeah, that is one of the story within the dynasty of 18 kings. However, the people today, they can explain the story the way how people back then think, and create that story for us. They think that there are many tribe back then. They live like a tribe, like here the Indians. They live by tribe. So they stand for a hundred tribes, different tribes. �R: So that’s how they put the whole Vietnam. R: In the northern part of Vietnam, so a hundred tribe just out of the wood, hundred, many. Just mean many, that’s all. It doesn’t mean a hundred, but mean many. Many tribes come together living in that area. Some from the sea coming up, some from the mountain coming down. But interesting thing is they explain that because of the people from the sea follow the father, which is the father is the head of the household. While the mother is a different type of tribe, what do you call that? R: The mountain . . . Moderator: The mother is matriarch, and the father is the patriarch. R: Yeah, matriarch, exactly. Moderator: That explains why there’s certain tribes. R: Oh, your dragon grandma. Moderator: On my father’s side Chinese from Southern Guangzhou, they moved to Burma. And so there is the matriarch. And when I met her after my father died, she actually literally sat on a wooden dragon chair, as the matriarch to preside over. So I didn’t know that, I didn’t know about them until I went to the memorial. R: You could be a princess. R: I thought that, when I went to Vietnam just in October, then I note that the women, they like the head of the house. When they talk, the husband has to listen to them. Even they get married, they choose the husband, not the husband choose them. Interesting, I’ve talked to them, because we sat together, and they’re saying, you know, and they work. They take care of the kids. They take care of the household. They do everything. And I say, “And what about husband?” Still today. R: Today, even you go to the northern part of Vietnam in the mountain area, they still have the . . . R: Mother is the head of the house and they do a lot of things. The husband doesn’t know a thing. R: I don't know. The man is not doing anything. R: They don’t have to do anything. [Crosstalk] Moderator: So is the mountain the matriarch or the . . . R: The mountain is the matriarch. Yeah. Like the Hmong people. All of us know that story, maybe not new so much. But this one here, everyone knows. R: What is the title of the story? �R: Children of the Dragon, and Grandchildren of the Fairy. Con Rong, Chau Tien. R: Wow! That’s amazing. Moderator: And so they don’t understand . . . I learned that even though there’s different countries, the sea communities are more similar than the mountain communities. That ethnically, you could be ethnically—it doesn’t happen in Laos because we’re land-locked, but if you do Cambodia, the Philippines, Vietnam, Indonesia, the people from the coast are more similar than the people from the mountains are more similar. Because there’s a big divide between the mountains. The culture doesn’t travel over the mountain. Whereas with the seafarers, they would go from one island to another island. They would intermarry and then that’s where they get the mixing or the blending of the different tribes. So you have very similar like my dad’s ethnic Chinese, Burmese, but married to a Laos-Thai woman. But it’s all mountain. They were all mountain people. Versus the people from the Philippines and Indonesians, they are more similar. R: So the mountain people were more isolated? Moderator: Mm-hmm, they were isolated just by geography, that the culture is more mountainous. Mountain people versus sea people. R: That’s so interesting. Commented [C1]: Above story? Not sure about this / the above story Commented [C2]: Part of story? � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Southeast Asian Folktales Book Project Collection, 2018-2019 Description An account of the resource The Southeast Asian Folktales Book Project Collection consists of materials from a collaboration between UMass Lowell faculty members and community-based organizations in the Lowell, Massachusetts, area to collect and publish folktales from four community groups: Burmese, Cambodian, Laotian, and Vietnamese. The complete collection is available on this site. -------------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea. Source A related resource from which the described resource is derived Southeast Asian Folktales Book Project Collection, 2018-2019. UML 24. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Relation A related resource The collection finding aid, https://libguides.uml.edu/uml24. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The transcript of a meeting to share Vietnamese stories, [2018] Subject The topic of the resource Folk literature, Southeast Asian Tales--Southeast Asia Description An account of the resource The transcript of a Vietnamese focus group meeting where one story was shared for potential inclusion in the Southeast Asian Folktale book. The story was about the son of the dagon and the grandson of the fairy. Included in the document are comments left by transcript reviewers. Source A related resource from which the described resource is derived Southeast Asian Folktales Book Project Collection Publisher An entity responsible for making the resource available University of Massachusetts Lowell Date A point or period of time associated with an event in the lifecycle of the resource [2018] Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.  Format The file format, physical medium, or dimensions of the resource application/pdf; 6 p. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context Vietnamese Focus Group, story 6 (Formation of Vietnam, unsure of this one).pdf Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2010-2019 Documents Vietnamese https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/76f06f7fdf29373d038107602bcffa97.pdf?Expires=1785369600&Signature=IIQkwjS0Fu-jB0yGydbGV1RSNMoCR2GrJqkcaP2AmPfegWRxHQ2GAdBrsErMkV9TY7lz6dcda-7zY609h2ey6qbSBIX82HNRfXPqdVW79rYGEjbSRS0aHGSJQkGToToCEGOepoSAETC5tHUZ5%7Eu9ogjnk2WLsaAe3eX2MMNn7B00ERRaCPhehldsdLR-qBm1x6mCxssKZFG6G-Zetz9L8ekQeBwbPX4XF2%7EqTUZyfEQLHqSUXc84DtCcqm4aP0nplNYj82d2F8qc1da2ikeng5o-xmL6nVLIBI%7EqcNyXbt0sd9ESaUKOqhOtYYbRfdJ7f8MJ9Ll5H6fdmrAf9U0kdA__&Key-Pair-Id=K6UGZS9ZTDSZM 8521a920596082af1960906ff3f13bd2 PDF Text Text Vietnamese Focus Group, story 5 R: So we both have the story together, and this was something that we like. It’s a legend, Vietnamese long time ago, back then there’s a king named An Duong Vuong. I will show you all the names later. And actually, my husband will tell the story, not me. We happy now. Okay, now you start, honey. R: I think the story has been passed down for a long, long time, many generations. This is one of them. I think has some meaning, after the story I will talk a little bit about that. King An Duong Vuong, he had a dream to build a city in the shape of a . . . R: Kingdom. R: No, it’s a type of shell. R: A seashell. Moderator: Like a conch? R: That’s right. R: You only can go in by one way to get inside, like a spiral to come in. But during the time he tried to build up the city, the wall keep coming down all the time. After he build it up, the next day it collapse. He build it again, it keep collapse. So one day the God, the turtle, we call Kim Qui, is the God of the Turtle, appear and give him one of his claw and tell the king to use that to make the trigger for the crossbow. As soon as he make that he can find one arrow, it kill a thousand of enemies. So that is the magic of the trigger using his claw. So the neighbor, one of the country next to An Duong Vuong, which is called Au Lac at the time. Trieu Da is the king of another country next to it, he want to take over Au Lac. His strategy is have his son to marry the daughter of An Duong Vuong. The prince, his name is Trong Thuy, married the princess, which is the daughter of An Duong Vuong. So they both happy, however Trong Thuy want to know the secret of how he defend his city. And no one can overcome it or defeat it. My Chau is his wife tell him the story. R: She showed him the crossbow. R: She showed him the trigger and the crossbow. So Trong Thuy asked other people to make an imitate one, and put that into the crossbow, and he took the real one. R: This is drama. R: That’s why I like it. Tell me more. R: And then he came back home. R: But before he came back home, he told his wife . . . is that the one thing about the coat? R: He came home. And his father’s armies started to surround the city of An Duong Vuong. An Duong Vuong no worry, because he have crossbow, he can kill anybody. So he just naive. �R: No, no, but you forgot one thing. Before Trong Thuy, the husband, leaving his wife and he said that, “If anything happen to you, then wear a coat with fur. It’s made by swan feather.” R: is. Swan feather. Then just pull the feather and put along the way, so he can find where she R: Marking the way wherever she goes, so he can trace her. R: That is one of the thing I forgot to mention. When the army of Trieu Da has surrounded the city, so An Duong Vuong start to take the crossbow out and using it. It not effect anymore, because no more magic trigger. So he gets surround and he had to find a way to escape. And he take his horse with the daughter in the back. And the daughter do what her husband tell her to do. She start to mark the way. Moderator: Did you get that? The son told that if anything were to happen—son-in-law said to his wife that wear a coat of swan feathers. So I can find you. R: So they can trace her. R: Actually, he gave her the coat. Moderator: Oh, he gave her the coat, the swan feather coat. R: So because of that trail there, he’d be able to find An Duong Vuong. And at the time he had caught the Kim Qui, the God of the Turtle coming up and say, “Your enemy riding on your back.” Which is his daughter. So that is a sad story is he killed the daughter. Moderator: Who killed the daughter? R: The father because . . . R: The king. R: This is terrible. R: And then they put her onto the well. And then when her husband came to that well, she had already died. So he mourn her over there. I think later people worship her on that well there. R: Oh wow! R: Actually, now today, they found the city, the . . . Moderator: The spiraling shell city? R: ago. Yeah. So it’s really true. They found the foundation. They just found that a few years Moderator: So it was a legend, that there was a kingdom. And he wanted to build a spiraling city in the shape of a shell, but he couldn’t do it because the walls kept on falling. Then this magical turtle gave him . . . R: How old is the wall? �R: This one must be about more than 2,000 years, because we have a history Trieu Da is one of the king took over this An Duong Vuong. So in our history matching with the Chinese history, matching back to the date around hundred years before Christ. Around then. And then because of the history, I mean because of the excavation recently, they found the foundation. So it does have something . . . Moderator: They have a new technology now with . . . Have you read about the Angkor Wat? How they now have been able to map the underground, so it’s actually larger than the perimeter now. R: Like laser . . . Moderator: It’s 3,000 times larger than what it is, because they were able to take a computer projection of the layering of the city. So I wonder if they used the same computer software to look at the foundation. That’s how they’re now doing archaeology is to look at based on these computer projections. R: How long ago? Moderator: That one was this past year that they found . . . R: Two years I think. R: And what is the moral of the story? R: This one here? Just a legend. It’s not a moral. R: It’s a legend. R: Legend, not real. R: Well, it has been tell the story like that for many years. Moderator: Is there a statue of her now? R: There is a place, I don’t know what village, but they still worship her with a temple. R: And I think that they have a temple of An Duong Vuong too. When we went to Vietnam, we want to see that place but we couldn’t have chance to see it. R: That’s great. R: We saw so many interesting in my country. When we went there we see, “Oh my gosh, there’s a place here from history.” � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Southeast Asian Folktales Book Project Collection, 2018-2019 Description An account of the resource The Southeast Asian Folktales Book Project Collection consists of materials from a collaboration between UMass Lowell faculty members and community-based organizations in the Lowell, Massachusetts, area to collect and publish folktales from four community groups: Burmese, Cambodian, Laotian, and Vietnamese. The complete collection is available on this site. -------------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea. Source A related resource from which the described resource is derived Southeast Asian Folktales Book Project Collection, 2018-2019. UML 24. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Relation A related resource The collection finding aid, https://libguides.uml.edu/uml24. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The transcript of a meeting to share Vietnamese stories, [2018] Subject The topic of the resource Folk literature, Southeast Asian Tales--Southeast Asia Description An account of the resource The transcript of a Vietnamese focus group meeting where one story was shared for potential inclusion in the Southeast Asian Folktale book. The story was about a King Duong Vuong. Source A related resource from which the described resource is derived Southeast Asian Folktales Book Project Collection Publisher An entity responsible for making the resource available University of Massachusetts Lowell Date A point or period of time associated with an event in the lifecycle of the resource [2018] Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.  Format The file format, physical medium, or dimensions of the resource application/pdf; 3 p. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context Vietnamese Focus Group, story 5.pdf Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2010-2019 Documents Vietnamese https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/9b61537806b64efea2c13486c56b9f21.pdf?Expires=1785369600&Signature=bl8jxb3SzpAmV4kxWA0lJCkWE5A-2J5VdS%7E%7E0ReOAaSHBEl1DHZ5Xil-VgGt9UVMuO3CDYn6PBFoG4ECtjz35aSgnMKaWhmAUnxr1TkP9zwWjO216eC%7Eo3ES4FMP7aPD-b5Ix%7El4CQK%7EJDpTC7TCCMfSLS-zY8NoJHWxJKYj1bAc44y1Bex%7ESQxdm4Hrvk6vSMyUNaNjlkwg3PcKmTFUguKdBtOOZvI%7ECVz5LR0i3Nb-oplQSGx5KIS4kScXoeyvpgq-nKjTtAxQk6KdmmTJfX6moH5yfyamiLI38Rg-CMBs1OPqpYzL3BELoMcuSBfaWIxJWiQNSpvBlsRqm01s5Q__&Key-Pair-Id=K6UGZS9ZTDSZM c46b3b7b42d7c19da8ca01ad519c18d4 PDF Text Text Vietnamese Focus Group, story 4 R: Many story. Next story maybe I’ll go. Same idea, same moral, but maybe a lot of detail. R: Okay, this story I call it The Golden Star Fruit Tree. I think in your country they have it too, right? R: The star fruit tree. R: The fruit tree. But also they put the golden in front, that’s why it has some gold in this story too. This one very rich man, very rich, who live in the village, he die. He have two sons. The two sons inherit a lot of money, gold. But two sons are very different. One, the older, the older one was greedy. The younger one was very kind. Moderator: The elder one was what? R: Greedy. So the older one sat down with the all of the fortune that is his, and left for the younger only a tree, the star fruit tree. They all have wife. So the older one is all set up about that, so he don’t worry anything, but the younger one very worry, so he have to base on the tree for living. So he take care of the tree and make the tree and day after day it get bigger and had a lot of fruit. And one day the raven come and eat a lot of fruit from his tree. And he feel very sad. He say, “Why you eat?” The raven didn’t say anything, but the raven keep coming every day and eat that. So finally, he had to say, “Raven, please don’t eat my fruit because that the only thing I have.” So the raven said, “Don’t worry. I will pay you back with gold.” And the raven also said, “Okay, prepare for bag about 60 cm long and wide about three pounds. And wait for tomorrow morning, I will come back and bring you to get the gold.” So the next morning the raven come back and put him on his back and fly over the sea to the island, to the cave, something like that, and get a lot of gold. And the younger one fill with gold, come back, and he fly back to home. And when he get home, he now he . . . So he very happy and now he remember his brother. So he contact his brother and invite him to his house. And his brother say, “No. I don’t want to go.” Because his brother say, “This guy poor. I don’t need to go there.” But he keep inviting him and say, “I have something for you.” So finally, the elder come and then he surprised to see his brother now very big house, have a lot of things in the house, and very healthy. So he asked him why he got that. So the younger one tell him the truth, they have the tree and then the raven come and like that. So the other elder one say, “Okay, now I want to do that.” So he want to trade the tree with my property. So then he trade that and then he give his . . . he waiting now, he have the tree. And then everyday he come and wait for the raven coming. The raven will finally come and eat a lot of fruit. He say the same thing, “Raven, don’t eat my fruit.” The raven say, “Okay, I will pay you back with gold. Prepare a bag with three pounds and 60 cm something. I will pick it up and you will get the gold.” But we know the elder one is very greedy, so he doesn’t make the bag pounds, he make it six. So bigger, so he can get more gold. So next day the raven come, carry him, fly over the sea, get to the island to get the gold. And he filled with gold. R: He put the gold in the pocket and everywhere. �R: He just filled up and loaded with gold. R: He climbed up to the back of the raven and fly back over to the land, to his house. But, when he fly to the sea and go for a couple minutes, it too heavy, overweight for the raven. So the raven have to be gone down and leave him off the back, and he dropped to the sea. And died there. He don’t get gold, because he say, “Let go, let go.” He don’t want to let go of the gold. He keep going, get heavy, and then he fall down. R: So the moral of that story . . . R: And then the younger one waiting for his brother, and saying, “Why is it so long he’s not come back?” And day after he met the raven and asked the raven why he not come back, and raven tell him the story. He keep the gold and then he fell down. Moderator: So now the younger brother gets both the properties and the tree. R: So the moral is the same, when you grab all things, then you lose everything. R: Don’t be greedy. Moderator: Don’t take more than three pounds. R: That’s the back? R: No, bag. In the old time, they make bag like this. The raven gives an instruction to make a bag . . . Moderator: I would get very little gold if I was on that raven. R: Not one pound, you have three pounds. R: That’s . . . ? Moderator: This is only one. See, this is what I want inside mine. I would be very poor but very happy. I would be very happy with my three pounds. I would not die and live very modestly with my three pounds. R: Great story. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Southeast Asian Folktales Book Project Collection, 2018-2019 Description An account of the resource The Southeast Asian Folktales Book Project Collection consists of materials from a collaboration between UMass Lowell faculty members and community-based organizations in the Lowell, Massachusetts, area to collect and publish folktales from four community groups: Burmese, Cambodian, Laotian, and Vietnamese. The complete collection is available on this site. -------------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea. Source A related resource from which the described resource is derived Southeast Asian Folktales Book Project Collection, 2018-2019. UML 24. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Relation A related resource The collection finding aid, https://libguides.uml.edu/uml24. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The transcript of a meeting to share Vietnamese stories, [2018] Subject The topic of the resource Folk literature, Southeast Asian Tales--Southeast Asia Description An account of the resource The transcript of a Vietnamese focus group meeting where one story was shared for potential inclusion in the Southeast Asian Folktale book. The story was about the star fruit tree. Source A related resource from which the described resource is derived Southeast Asian Folktales Book Project Collection Publisher An entity responsible for making the resource available University of Massachusetts Lowell Date A point or period of time associated with an event in the lifecycle of the resource [2018] Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.  Format The file format, physical medium, or dimensions of the resource application/pdf; 2 p. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context Vietnamese Focus Group, story 4.pdf Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2010-2019 Documents Vietnamese https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/7a171b9696bd549de59f0ec45a514781.pdf?Expires=1785369600&Signature=EUyYhi7ABPzqIlQPBMsEdNO%7EORgW9FneE-8yfx06stzcZzMN9z16d01CFjoDJ4JumWkC%7EiM6v-0dZwWot0jcRzKvKdPMiNTFNrGT-%7EzhS3FtDLLRKNq2yzt1HiAFisTW%7ELgxhDjVgFZvHoNfkzh2aThWCBjH0DooS17Z5NwytXbz8QFJfT7XiwdRtUBu9hGlZ0lcPy-K05IY6yYJnT9Ov-ZZ0Pye12fDtLuIL7MEZ-%7E7oShW2DRlamE-aWgUzTKXBmrFLF7wdo1o7LwMgpkQ1BiKGb2AhEV%7EC1I5rBKZxXo4lRyBpJb6Gr3yPHSzXnbwOQqZYJt%7EJ9-XwXH9XWZxbQ__&Key-Pair-Id=K6UGZS9ZTDSZM b1ce70eb10defa972ce344917bd6b8b6 PDF Text Text Vietnamese Focus Group, story 3 R: Yes. This story is called A Big Pot of Gold. In the old days, there was a husband and wife who lived in a countryside. They are very poor but they have good heart. And then one day when the husband went to the field, and he have a field of—they grow paddy, rice, and when they plough the soil . . . R: They grow poppy fields? R: No paddy rice. Then when they plough soil in his land, he found a big pot of gold. Then he just put it back, and that night when he went home he tell his wife that I found a big pot of gold. And the wife said, “Where is it?” He said, “I put it back in our field.” And then the wife said, “Why don’t you bring it home? If somebody take it then we lose it.” And he answer in a calm voice, “If that’s the gift from Gods, then it will be ours.” And if it not, and if it fall to other people hand, then that’s okay too. And during that time there’s a thief who stand in the corner of the house. They listen to the husband and wife conversation. After the husband and wife went to sleep, they go straight to the field and looking for the pot of gold. He found it and bring it to his home. And then the next day . . . Moderator: Who is this person? R: A thief. They overheard the husband and wife story. Then the next day, the husband went to the field, but he couldn’t find the . . . the thief took the pot home and then when he open it he saw lot, lot of snakes, big snake crawling in the pot. So he just took the lid and cover it up and put it away. Then the next day, the husband went to the field and he could not find the pot of gold. That night he went home and talked to his wife and said, “Somebody took it. I could not find it.” And the wife said, “I told you to bring it home and you didn’t listen.” And the husband still answer in a calm voice, “It got took, the gold. It’s okay too.” Then at that time the thief is also listen to the couple. And he talk to himself, “This man must be a blind person because there is only snake, not gold.” So he said that I will bring the pot of snake back to this field. And then the next day the husband went to the field and he found the pot again. He open it up, yes there’s a lot of gold inside. He left it there and went back home, talked to his wife. “I found it again.” And the wife said, “but why don’t you bring it home?” And the husband said, “If it is a gift from God, then it should follow us home. Don’t be worried. It will find home.” At this time the thief also stand in the corner of the house and he said, “Oh my God, this man is so crazy. He must be very blind. Okay, I will bring the pot of snake to his home. So the snake will bite both of them to death.” So the thief go to the field and carry that pot, and put right in front of his house. The next morning the husband wake up and when he went out of his . . . , he found the pot right there. He’s very happy, and he open it, he saw there’s gold inside full to the top, and he called his wife. “Honey, come here. Here I told you, can you see the gift from God. It find its way home.” And then from that time they become rich and they help out other poor people. That’s the end of the story. R: Nice. R: Where did the thief go? �R: They didn’t say it. But the thief didn’t get anything. R: But the moral behind the story is if you’ve done good deeds, or if you are a good person, it’s become like the . . . R: You have the rewards. R: You get the rewards, but the thief is not a good person. He only want to steal from the couple, so he could not find anything good in that pot. R: Yeah, many story tell us about if you bad, you get whatever you get, if you’re good you will get . . . Moderator: You’ll get your just reward. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Southeast Asian Folktales Book Project Collection, 2018-2019 Description An account of the resource The Southeast Asian Folktales Book Project Collection consists of materials from a collaboration between UMass Lowell faculty members and community-based organizations in the Lowell, Massachusetts, area to collect and publish folktales from four community groups: Burmese, Cambodian, Laotian, and Vietnamese. The complete collection is available on this site. -------------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea. Source A related resource from which the described resource is derived Southeast Asian Folktales Book Project Collection, 2018-2019. UML 24. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Relation A related resource The collection finding aid, https://libguides.uml.edu/uml24. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The transcript of a meeting to share Vietnamese stories, [2018] Subject The topic of the resource Folk literature, Southeast Asian Tales--Southeast Asia Description An account of the resource The transcript of a Vietnames focus group meeting where one story was shared for potential inclusion in the Southeast Asian Folktale book. The story was about a farmer who found a big pot of god in his rice patty field. Source A related resource from which the described resource is derived Southeast Asian Folktales Book Project Collection Publisher An entity responsible for making the resource available University of Massachusetts Lowell Date A point or period of time associated with an event in the lifecycle of the resource [2018] Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.  Format The file format, physical medium, or dimensions of the resource application/pdf; 2 p. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context Vietnamese Focus Group, story 3.pdf Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2010-2019 Documents Vietnamese https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/d674f409fd78fbe1103f699acefee209.pdf?Expires=1785369600&Signature=MDcVPsdCgC18iQ2YPGpBptqYd0Lp-sMHq005iy4ZtIVKm477WajChrcitmnue0NOmhMoISGpZtemlAqfhLHx2IlXz6Wa3ReFNQFyc-5jkb-I4cGgZjYToih7Mq70baO7nWPNlxJdpydUoXckQmUQb3jr88Z6BqUSfjsrIZF9FB7GTdNhL4kgix6DEZZBN1ZfsqoCokyzjP6IN27Bw7mZoCk4AvbQ86jKh4iN9GArZr6afED1HLns9meXin56nJF9RUUKbdFGF7n28k1SdHlxaSNmVbOBTiOB3g5KiqB%7EdWXlcn5zFlDD-i7NlLSi-6LdNmS2O%7E7ppTRYx8tdAi7SoQ__&Key-Pair-Id=K6UGZS9ZTDSZM 88b949ac3bc7f8af020c3bffc9dceb5d PDF Text Text Vietnamese Focus Group, story 2 R: This story was my favorite story when I was a little kid. My parents told me about it, and I also read it from books for moral teaching. I don’t remember all the details, but the main idea . . . R: We have friends who will help. R: Yeah, we have friends who will help, but basically there was a couple who was in the business of selling and buying things to earn a living. But they was not very honest, so when they make the balance, of mercury in the middle, the bar for the balance. It’s empty in the middle. R: Balances, the scale was empty? R: In the middle, there’s an empty tube, and they put mercury in it. There’s a hollow tube. So they put the . . . and mercury was the metal that has the highest density. So when they buying something, they would try to make that it would weigh less so that they don’t have to pay more. They use that . . . R: Very scientific. Mercury will move it and . . . R: Yes. And when they sell things they would try to tip the scale to the other side so that will weigh more, so the mercury will . . . It can flow easily. Remember mercury . . . R: Nobody know. R: It’s a liquid metal, right, so . . . R: It flows. R: After a while, they got rich real quick, they bought houses and they had two sons. They was good, but it got to the point that they got so rich and then they knew that they was not being honest. And they tell each other that maybe because in ancient culture they believe in whatever deed you do, if you do bad deed, bad thing will come to you. Therefore, they say maybe now we are so rich, maybe we should stop doing that. So they decided to get rid of that scale. They chop it in half and inside they found a drop of blood. Not a drop but it’s like a clump of blood. They were so terrified. After a while, the two sons dies. One die first and then the other one die too. One after the other. So they felt so bad for a few months. You know fairy tale, so they cry for a long time. R: They mourn. R: Yeah. The wizard . . . Moderator: The Buddha. R: No, I think there was another name for it. Not a wizard, the good fairy. The good fairy appeared to them and say it seem like because they’d been crying for months, after their two sons die. They’d been crying and they were very sad for two months. So afterwards the good fairy appear to them and say, “Now I can see that you really feel sorry for what you did. And don’t �worry about it, the two sons that you lost, actually they are the evil children that was sent to you. Now don’t worry, just continue being good and then you will have other children.” And they did. So the moral story behind it is that they teach people to be honest. Moderator: What’s the title of this story? R: The Mercury Balance. Or scale. I think it’s a balance. R: Back then we don’t have electrical scale, we have like a . . . like a . . . adjusted we have the scale. Moderator: Picture of where you have the two balances. R: The scale where one heavier. R: Kind of there’s a long stick and there’s a hook at one end and then when you weigh it you will put the weight on the other side. But the rod across, the horizontal rod, is hollow so you can put mercury in there. R: The fairy is a Buddha thing. It’s like the . . . R: In Vietnamese, they call it But. Good fairy. Moderator: Male or female? R: Male. R: Do you know like the one that you have at the store, where people put the dollar? R: That’s different. R: I think that’s for . . . R: Could you spell that, please? R: B-U-T . . . with a dot under. Moderator: If you were to spell it phonetically, though? But an OO with a line at the top. Because if we see that, But, but if you do the Boot. Spell it phonetically so we can use it. R: I don’t know, most of the Vietnamese fairy tale the But is always the male. I don’t know, maybe it’s because of . . . R: There’s two good character, always happy people. Moderator: Yeah, because the Westerns, they always said it’s a female. So I want to make sure it’s culturally right gender. R: We have both. Fairy is female. But But is male. �R: To distinguish, we say . . . Actually, . . . always is the male. You don’t even need to use this. But . . . that mean it’s for the female. The good fairy is female, but is for male. Moderator: And this is the female fairy [Bah] Tien. R: But this I can’t really do like that what I did on here. R: Sometime just represent by a long bare person, no hair. R: This is the male. [Bah] Tien. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Southeast Asian Folktales Book Project Collection, 2018-2019 Description An account of the resource The Southeast Asian Folktales Book Project Collection consists of materials from a collaboration between UMass Lowell faculty members and community-based organizations in the Lowell, Massachusetts, area to collect and publish folktales from four community groups: Burmese, Cambodian, Laotian, and Vietnamese. The complete collection is available on this site. -------------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea. Source A related resource from which the described resource is derived Southeast Asian Folktales Book Project Collection, 2018-2019. UML 24. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Relation A related resource The collection finding aid, https://libguides.uml.edu/uml24. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The transcript of a meeting to share Vietnamese stories, [2018] Subject The topic of the resource Folk literature, Southeast Asian Tales--Southeast Asia Description An account of the resource The transcript of a Vietnamese focus group meeting where one story was shared for potential inclusion in the Southeast Asian Folktale book. The story was about a couple who was in a business of selling and buying. Source A related resource from which the described resource is derived Southeast Asian Folktales Book Project Collection Publisher An entity responsible for making the resource available University of Massachusetts Lowell Date A point or period of time associated with an event in the lifecycle of the resource [2018] Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.  Format The file format, physical medium, or dimensions of the resource application/pdf; 3 p. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context Vietnamese Focus Group, story 2.pdf Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2010-2019 Documents Vietnamese https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/37fcc2256285e6a63ebac745dd3cda91.pdf?Expires=1785369600&Signature=BsEYWUrgkmTrKEL34y3QNBsmT16kI8mJCxFfGm4M8dqmkejLyOtFYtM4VXVdQfD6ywaZb1lqRWnzhnbF9NliXXdvmBvPbvhdpmnHoo6%7EExGMEMy7PPOF20TZcIW1rZVPNiuWiUYupSmIJEEolaZg4m%7EI3RuhUEVIDmRBvziL38RK6r-qrq1-DtPFqAcBTPbDV4ma8lxl1UNVukJRr69bkKOixxhECxP7ehm%7EwLD-aW7QZjQiU1ByNGRjp3nB%7ELJ0T8wlmSi0mJeVh7eIk%7ERFSskQ%7E6y5e0CKmqpBPn-tzLaG3tMMdd66W0P2Hd96qeBFqFCjbapH2dJG1CxMROPS1A__&Key-Pair-Id=K6UGZS9ZTDSZM c41dcdcedff964a5af3583999c373d50 PDF Text Text Vietnamese Focus Group, story 1 R: Me? So the story I’m going to tell is about the God of the Mountain and the God of the Sea. In during the time of King [Honban], the 18th, he had one of the princesses is the most beautiful lady. So when she came of age, the King wanted to marry her off, so he’s been looking for a male with all kinds of . . . or like wealthy, handsome. Moderator: All these characteristics. Tall, dark, and handsome, and wealthy, okay. R: So they tried to get him the most suitable to marry her. So one day, there are two gentlemen appear and they both fit perfectly for the princess. So once he introduce himself as the God of the Mountain, which is something, it’s spelled S-O-N and then the . . . Moderator: S-O-N? R: SON, N as in Nancy. Son mean mountain. Tinh mean God. So he say, “I'm the God of the Mountain.” I own all those on the land, trees, animals, all kind of good things there, and he had a lot of powers too. So the king was like, “I really like you.” And then the other man was like, “I’m the God of . . . I’m Thuy Tinh. I'm the God of the Sea, so I own all kind of things that’s under the sea. I have power, he was handsome, and I own all the wealth down under the sea. So the king was like, “I only have one daughter. I would love to have you both as my son-inlaw, but since I only have one, so who ever gather sort of like what you call . . . When you asking someone to marry you have to bring all kind of gift. Moderator: Dowry. R: The dowry is for the girl, the offering. All kind of gift offering. So whoever comes back with the offering first, I will give my daughter to that person. So the next day, Son Tinh, which is the God of the Mountain, came back first and so the king marry off his daughter. The God of the Sea came an hour later and heard that the God of Mountain already married the princess. He got very upset. He was so aggressive, so he use all his power. He raises the sea level up and he make wind, he make the rain came, the sea rise. R: Tsunami. Moderator: A sore loser. R: Yeah, it rise and what he wanted to start the war with the Mountain God, so he could take back the princess. The God of Mountain doesn’t want to move the princess that easily. So as the water raise, he also raised the mountain. So both had been fighting for days, lives were lost. But after a while they both get tired, so the Sea God settled down, calm down, everything came back to normal. So what they say is that once in a while when the God of the Sea get upset, and he still want to take back the princess so he keep fighting, so that’s why people say there’s tsunami, there’s some other . . . So that is my story. Every time they fight, the Sea God lost. Moderator: Would that mean that the Mountain King also, is that when you have avalanche and earthquake that that would explain him? Like when he is fighting? R: In this one, I think just explain why we have the tsunami, the flooding. �R: The mountain was just raised up. Moderator: I didn’t know if he crumbled the mountain. R: Thank you. R: Yeah, I mean like almost every year they have either flooding or . . . R: A rematch. R: Yeah, a rematch. But every time they fight, the Sea God lost. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Southeast Asian Folktales Book Project Collection, 2018-2019 Description An account of the resource The Southeast Asian Folktales Book Project Collection consists of materials from a collaboration between UMass Lowell faculty members and community-based organizations in the Lowell, Massachusetts, area to collect and publish folktales from four community groups: Burmese, Cambodian, Laotian, and Vietnamese. The complete collection is available on this site. -------------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea. Source A related resource from which the described resource is derived Southeast Asian Folktales Book Project Collection, 2018-2019. UML 24. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Relation A related resource The collection finding aid, https://libguides.uml.edu/uml24. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The transcript of a meeting to share Vietnamese stories, [2018] Subject The topic of the resource Folk literature, Southeast Asian Tales--Southeast Asia Description An account of the resource The transcript of a Vietnamese focus group meeting where one story was shared for potential inclusion in the Southeast Asian Folktale book. The story was about the god of the mountain and the god of the sea during King Honban. Source A related resource from which the described resource is derived Southeast Asian Folktales Book Project Collection Publisher An entity responsible for making the resource available University of Massachusetts Lowell Date A point or period of time associated with an event in the lifecycle of the resource [2018] Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.  Format The file format, physical medium, or dimensions of the resource application/pdf; 2 p. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context Vietnamese Focus Group, story 1.pdf Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2010-2019 Documents Vietnamese https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/486caf2dc74b5d66a5511fd1adc7a048.pdf?Expires=1785369600&Signature=v2b562NNo3xiRHH11Kp4WjNEDlHyhVi3PGtMzomSe90Qr9dUrqLG2n6XVzae2AodNnOrm4StwM6Y-kKIlOtJ2jKW2e2cWunOMGgJ47hyNSGjNC6yURI1XXtcXkp9YOAjJGAK%7E2MmBbwzDHITwcgjDsg8L5lxj7%7Ez16sKPkD92xcT2GTLsDH90CP0cStMTvcmRqQCLTvY1iYKOa3lUJOEQ2lBa1FJq68SngEzu-%7ET79OJi1j8svxwQno8OeSG2lXsKvJegipYDQPAiXsqs3dk4WVDHXpraVmuG3XNfqQDF6WzGhgeRexAB6WYmhA4cjjdr%7EXiSL8z0mBeLMxRRwDhdg__&Key-Pair-Id=K6UGZS9ZTDSZM 3121994ec53d991f737e53f0035d7ee6 PDF Text Text 11-28-16 Vietnamese Focus Group STORY 1 God of the Mountain and the God of the Sea So the story I’m going to tell is about the God of the Mountain and the God of the Sea. During the time of King [Honban], the 18th, he had one of the princesses is the most beautiful lady. So when she came of age, the King wanted to marry her off, so he’s been looking for a male with all kinds of . . . or like wealthy, handsome. So they tried to get him the most suitable to marry her. So one day, there are two gentlemen appear and they both fit perfectly for the princess. So once he introduce himself as the God of the Mountain, which is something, it’s spelled S-O-N and then the . . . SON, N as in Nancy. Son mean mountain. Tinh mean God. So he say, “I'm the God of the Mountain.” I own all those on the land, trees, animals, all kind of good things there, and he had a lot of powers too. So the king was like, “I really like you.” And then the other man was like, “I’m the God of . . . I’m Thuy Tinh. I'm the God of the Sea, so I own all kind of things that’s under the sea. I have power, he was handsome, and I own all the wealth down under the sea. So the king was like, “I only have one daughter. I would love to have you both as my son-in-law, but since I only have one, so who ever gather sort of like what you call . . . When you asking someone to marry you have to bring all kind of gift. The dowry is for the girl, the offering. All kind of gift offering. So whoever comes back with the offering first, I will give my daughter to that person. So the next day, Son Tinh, which is the God of the Mountain, came back first and so the king marry off his daughter. The God of the Sea came an hour later and heard that the God of Mountain already married the princess. He got very upset. He was so aggressive, so he use all his power. He raises the sea level up and he make wind, he make the rain came, the sea rise. Tsunami. Yeah, it rise and what he wanted to start the war with the Mountain God, so he could take back the princess. The God of Mountain doesn’t want to move the princess that easily. So as the water raise, he also raised the mountain. So both had been fighting for days, lives were lost. But after a while they both get tired, so the Sea God settled down, calm down, everything came back to normal. So what they say is that once in a while when the God of the Sea get upset, and he still want to take back the princess so he keep fighting, so that’s why people say there’s tsunami, there’s some other . . . So that is my story. Every time they fight, the Sea God lost. In this one, I think just explain why we have the tsunami, the flooding. The mountain was just raised up. Yeah, I mean like almost every year they have either flooding or . . . A rematch. But every time they fight, the Sea God lost. STORY 2 The Mercury Balance. Or scale. �2 This story was my favorite story when I was a little kid. My parents told me about it, and I also read it from books for moral teaching. I don’t remember all the details, but the main idea is there was a couple who was in the business of selling and buying things to earn a living. But they was not very honest, so when they make the balance, of mercury in the middle, the bar for the balance. It’s empty in the middle. In the middle, there’s an empty tube, and they put mercury in it. There’s a hollow tube. So they put the . . . and mercury was the metal that has the highest density. So when they buying something, they would try to make that it would weigh less so that they don’t have to pay more. They use that . . . And when they sell things they would try to tip the scale to the other side so that will weigh more, so the mercury will . . . It can flow easily. Remember mercury . . . It’s a liquid metal, right, so . . . It flows. After a while, they got rich real quick, they bought houses and they had two sons. They was good, but it got to the point that they got so rich and then they knew that they was not being honest. And they tell each other that maybe because in ancient culture they believe in whatever deed you do, if you do bad deed, bad thing will come to you. Therefore, they say maybe now we are so rich, maybe we should stop doing that. So they decided to get rid of that scale. They chop it in half and inside they found a drop of blood. Not a drop but it’s like a clump of blood. They were so terrified. After a while, the two sons dies. One die first and then the other one die too. One after the other. So they felt so bad for a few months. You know fairy tale, so they cry for a long time. They mourn. The good fairy appeared to them and say it seem like because they’d been crying for months, after their two sons die. They’d been crying and they were very sad for two months. So afterwards the good fairy appear to them and say, “Now I can see that you really feel sorry for what you did. And don’t worry about it, the two sons that you lost, actually they are the evil children that was sent to you. Now don’t worry, just continue being good and then you will have other children.” And they did. So the moral story behind it is that they teach people to be honest. The fairy is a Buddha thing. It’s like the . . . In Vietnamese, they call it But. Good fairy. Male. STORY 3 A Big Pot of Gold. In the old days, there was a husband and wife who lived in a countryside. They are very poor but they have good heart. And then one day when the husband went to the field, and he have a field of—they grow paddy, rice, and when they plough the soil . . . paddy rice. Then when they plough soil in his land, he found a big pot of gold. Then he just put it back, and that night when he went home he tell his wife that I found a big pot of gold. And the wife said, “Where is it?” He said, “I put it back in our field.” And then the wife said, “Why don’t you bring it home? If somebody take it then we lose it.” And he answer in a calm 2 �3 voice, “If that’s the gift from Gods, then it will be ours.” And if it not, and if it fall to other people hand, then that’s okay too. And during that time there’s a thief who stand in the corner of the house. They listen to the husband and wife conversation. After the husband and wife went to sleep, they go straight to the field and looking for the pot of gold. He found it and bring it to his home. And then the next day . . . This person is a thief. They overheard the husband and wife story. Then the next day, the husband went to the field, but he couldn’t find the . . . the thief took the pot home and then when he open it he saw lot, lot of snakes, big snake crawling in the pot. So he just took the lid and cover it up and put it away. Then the next day, the husband went to the field and he could not find the pot of gold. That night he went home and talked to his wife and said, “Somebody took it. I could not find it.” And the wife said, “I told you to bring it home and you didn’t listen.” And the husband still answer in a calm voice, “It got took, the gold. It’s okay too.” Then at that time the thief is also listen to the couple. And he talk to himself, “This man must be a blind person because there is only snake, not gold.” So he said that I will bring the pot of snake back to this field. And then the next day the husband went to the field and he found the pot again. He open it up, yes there’s a lot of gold inside. He left it there and went back home, talked to his wife. “I found it again.” And the wife said, “but why don’t you bring it home?” And the husband said, “If it is a gift from God, then it should follow us home. Don’t be worried. It will find home.” At this time the thief also stand in the corner of the house and he said, “Oh my God, this man is so crazy. He must be very blind. Okay, I will bring the pot of snake to his home. So the snake will bite both of them to death.” So the thief go to the field and carry that pot, and put right in front of his house. The next morning the husband wake up and when he went out of his . . . , he found the pot right there. He’s very happy, and he open it, he saw there’s gold inside full to the top, and he called his wife. “Honey, come here. Here I told you, can you see the gift from God. It find its way home.” And then from that time they become rich and they help out other poor people. That’s the end of the story. The moral behind the story is if you’ve done good deeds, or if you are a good person, it’s become like the . . . You have the rewards. You get the rewards, but the thief is not a good person. He only want to steal from the couple, so he could not find anything good in that pot. STORY 4 The Golden Star Fruit Tree. The star fruit tree. The fruit tree. But also they put the golden in front, that’s why it has some gold in this story too. This one very rich man, very rich, who live in the village, he die. He have two sons. 3 �4 The two sons inherit a lot of money, gold. But two sons are very different. One, the older, the older one was greedy. The younger one was very kind. Moderator: The elder one was what? Greedy. So the older one sat down with the all of the fortune that is his, and left for the younger only a tree, the star fruit tree. They all have wife. So the older one is all set up about that, so he don’t worry anything, but the younger one very worry, so he have to base on the tree for living. So he take care of the tree and make the tree and day after day it get bigger and had a lot of fruit. And one day the raven come and eat a lot of fruit from his tree. And he feel very sad. He say, “Why you eat?” The raven didn’t say anything, but the raven keep coming every day and eat that. So finally, he had to say, “Raven, please don’t eat my fruit because that the only thing I have.” So the raven said, “Don’t worry. I will pay you back with gold.” And the raven also said, “Okay, prepare for bag about 60 cm long and wide about three pounds. And wait for tomorrow morning, I will come back and bring you to get the gold.” So the next morning the raven come back and put him on his back and fly over the sea to the island, to the cave, something like that, and get a lot of gold. And the younger one fill with gold, come back, and he fly back to home. And when he get home, he now he . . . So he very happy and now he remember his brother. So he contact his brother and invite him to his house. And his brother say, “No. I don’t want to go.” Because his brother say, “This guy poor. I don’t need to go there.” But he keep inviting him and say, “I have something for you.” So finally, the elder come and then he surprised to see his brother now very big house, have a lot of things in the house, and very healthy. So he asked him why he got that. So the younger one tell him the truth, they have the tree and then the raven come and like that. So the other elder one say, “Okay, now I want to do that.” So he want to trade the tree with my property. So then he trade that and then he give his . . . he waiting now, he have the tree. And then everyday he come and wait for the raven coming. The raven will finally come and eat a lot of fruit. He say the same thing, “Raven, don’t eat my fruit.” The raven say, “Okay, I will pay you back with gold. Prepare a bag with three pounds and 60 cm something. I will pick it up and you will get the gold.” But we know the elder one is very greedy, so he doesn’t make the bag pounds, he make it six. So bigger, so he can get more gold. So next day the raven come, carry him, fly over the sea, get to the island to get the gold. And he filled with gold. He put the gold in the pocket and everywhere. He just filled up and loaded with gold. He climbed up to the back of the raven and fly back over to the land, to his house. But, when he fly to the sea and go for a couple minutes, it too heavy, overweight for the raven. So the raven have to be gone down and leave him off the back, and he dropped to the sea. And died there. He don’t get gold, because he say, “Let go, let go.” He don’t want to let go of the gold. He keep going, get heavy, and then he fall down. 4 �5 And then the younger one waiting for his brother, and saying, “Why is it so long he’s not come back?” And day after he met the raven and asked the raven why he not come back, and raven tell him the story. He keep the gold and then he fell down. So the moral is the same, when you grab all things, then you lose everything. Don’t be greedy. STORY 6 King An Duong Vuong It’s a legend, Vietnamese long time ago, back then there’s a king named An Duong Vuong. I will show you all the names later. And actually, my husband will tell the story, not me. We happy now. Okay, now you start, honey. I think the story has been passed down for a long, long time, many generations. This is one of them. I think has some meaning, after the story I will talk a little bit about that. King An Duong Vuong, he had a dream to build a city in the shape of a . . . a seashell. You only can go in by one way to get inside, like a spiral to come in. But during the time he tried to build up the city, the wall keep coming down all the time. After he build it up, the next day it collapse. He build it again, it keep collapse. So one day the God, the turtle, we call Kim Qui, is the God of the Turtle, appear and give him one of his claw and tell the king to use that to make the trigger for the crossbow. As soon as he make that he can find one arrow, it kill a thousand of enemies. So that is the magic of the trigger using his claw. So the neighbor, one of the country next to An Duong Vuong, which is called Au Lac at the time. Trieu Da is the king of another country next to it, he want to take over Au Lac. His strategy is have his son to marry the daughter of An Duong Vuong. The prince, his name is Trong Thuy, married the princess, which is the daughter of An Duong Vuong. So they both happy, however Trong Thuy want to know the secret of how he defend his city. And no one can overcome it or defeat it. My Chau is his wife tell him the story. She showed him the trigger and the crossbow. So Trong Thuy asked other people to make an imitate one, and put that into the crossbow, and he took the real one. And then he came back home.But before he came back home, he told his wife . . . is that the one thing about the coat? He came home. And his father’s armies started to surround the city of An Duong Vuong. An Duong Vuong no worry, because he have crossbow, he can kill anybody. So he just naive. No, no, but you forgot one thing. Before Trong Thuy, the husband, leaving his wife and he said that, “If anything happen to you, then wear a coat with fur. It’s made by swan feather.” Swan feather. Then just pull the feather and put along the way, so he can find where she is. Marking the way wherever she goes, so he can trace her. 5 �6 That is one of the thing I forgot to mention. When the army of Trieu Da has surrounded the city, so An Duong Vuong start to take the crossbow out and using it. It not effect anymore, because no more magic trigger. So he gets surround and he had to find a way to escape. And he take his horse with the daughter in the back. And the daughter do what her husband tell her to do. She start to mark the way. Actually, he gave her the coat. So because of that trail there, he’d be able to find An Duong Vuong. And at the time he had caught the Kim Qui, the God of the Turtle coming up and say, “Your enemy riding on your back.” Which is his daughter. So that is a sad story is he killed the daughter. The king killed the daughter. And then they put her onto the well. And then when her husband came to that well, she had already died. So he mourn her over there. I think later people worship her on that well there. Actually, now today, they found the city, the . . . Yeah. So it’s really true. They found the foundation. They just found that a few years ago. The wall must be about more than 2,000 years, because we have a history Trieu Da is one of the king took over this An Duong Vuong. So in our history matching with the Chinese history, matching back to the date around hundred years before Christ. Around then. And then because of the history, I mean because of the excavation recently, they found the foundation. So it does have something . . . Moderator: It’s 3,000 times larger than what it is, because they were able to take a computer projection of the layering of the city. So I wonder if they used the same computer software to look at the foundation. That’s how they’re now doing archaeology is to look at based on these computer projections. STORY 7 Lac Long Quan Au Co story The Lac Long Quan Au Co story is the main story about . . . Very important story in our history. It a part of our history, called . . . the word in Vietnam called Con Rong, Chau Tien. This mean Children of the Dragon and Grandchildren of Fairy. So that the Vietnamese is proud of that heritage which is son of the dragon and grandson of fairy. So the story go like this, Lac Long Quan is one of the son of the dragon from East Sea coming to the north. And met a lady which is the daughter of fairy of the mountain. So they got married. After that the Au Co, which is the name of the daughter of the fairy, not give birth, she laid a hundred eggs. She laid eggs that hatch into a hundred sons. This is just a story, a hundred son. It’s like the God of the Mountain and God of the Sea. Then after they live with each other for a while, Lac Long Quan said to Au Co, “I am the son of the dragon, we live in the sea. You are the daughter of the fairy, you are the 6 �7 mountain. We cannot live long together. So why don’t we divide it? I take 50 sons going down to the sea. You take 50 sons, go to the mountain.” So they separated. And 50 children . . . however when we separate, but we help each other. If there is any problem we will help each other. So the 50 son go with Lac Long Quan, that make the Vietnamese today. I think because Vietnam was surrounded by the sea, so that’s why they . . . I think the story . . . I mean today, a lot of people explain the story the way how our ancestors tell the story. The 50 sons follow the father, make the country, we call Van Lang. And there are a lot of stories relating to those dynasty called Van Lang. Eighteen kings Van Lang. Many stories like banh chung, which is we make the rice cake, and the story how we eat the petal . . . the Asian, we eat the leaves and the... The beetle juice.. So many story relating to that 18 kings we call Van Lang. That is the pre-date to An Duong Vuong which is the story my wife said. So that is pre-date to that history. This one is the 18 one also the princess . . . Yeah, that is one of the story within the dynasty of 18 kings. However, the people today, they can explain the story the way how people back then think, and create that story for us. They think that there are many tribe back then. They live like a tribe, like here the Indians. They live by tribe. So they stand for a hundred tribes, different tribes. So that’s how they put the whole Vietnam. In the northern part of Vietnam, so a hundred tribe just out of the wood, hundred, many. Just mean many, that’s all. It doesn’t mean a hundred, but mean many. Many tribes come together living in that area. Some from the sea coming up, some from the mountain coming down. But interesting thing is they explain that because of the people from the sea follow the father, which is the father is the head of the household. While the mother is a different type of tribe, what do you call that? The mountain . . . The mother is matriarch, and the father is the patriarch. Yeah. Like the Hmong people. All of us know that story, maybe not new so much. But this one here, everyone knows. 7 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Southeast Asian Folktales Book Project Collection, 2018-2019 Description An account of the resource The Southeast Asian Folktales Book Project Collection consists of materials from a collaboration between UMass Lowell faculty members and community-based organizations in the Lowell, Massachusetts, area to collect and publish folktales from four community groups: Burmese, Cambodian, Laotian, and Vietnamese. The complete collection is available on this site. -------------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea. Source A related resource from which the described resource is derived Southeast Asian Folktales Book Project Collection, 2018-2019. UML 24. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Relation A related resource The collection finding aid, https://libguides.uml.edu/uml24. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A document with six Vietnamese stories, [2018] Subject The topic of the resource Folk literature, Southeast Asian Tales--Southeast Asia Description An account of the resource A document of six Vietnamese stories for potential inclusion in the Southeast Asian Folktale book. Story 1 is titled, "God of the Mountain and God of the Sea." Story 2 is titled, "The Mercury Balance. Or Scale.," and is about a couple who are in the business of selling and buying. Story 3 is titled, "A Big Pot of Gold," and is about a farmer finding a big pot of gold in his rice patty field. Story 4 is titled, "The Golden Star Fruit Tree." Story 6 is titled, "King An Duong Vuong." Story 7 is about the son of the dragon and the grandson of the fairy. There is no story five listed in the document. Source A related resource from which the described resource is derived Southeast Asian Folktales Book Project Collection Publisher An entity responsible for making the resource available University of Massachusetts Lowell Date A point or period of time associated with an event in the lifecycle of the resource [2018] Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.  Format The file format, physical medium, or dimensions of the resource application/pdf; 7 p. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context Vietnamese Focus Group isolated.pdf Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2010-2019 Documents Vietnamese https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/f100063ca2aa7da50a25b56a19caff9b.pdf?Expires=1785369600&Signature=NGDodQe6vaeKb0HUEOLljNL-0W6DgNl1k393Qja27CVWukJEy7I1zWfRRzbX6ef5LROQ8-HzM9BcmNddLINvUgdIRQzrPEuRBybC7DkxFYZhbl2B5UCh9znMkhnXPAfWj8oZkRwUDVlvjBb%7EVmvq4d6I74mYtvDI3XJoskSWy0WcR9xduTJOV0FnaSow1hfUmiMCDZivojA5hyFAThdynw%7E197lUcu57EN1s7LAgQJUwf6MVfeuXRzlC7%7EK2Zb1r-z0LpvYBDPDcy8iSYTDIih5-NfFLXAK5ohofG9RKLamSRdX%7EFwyfTnqH0U3qV4Kf9vRkv%7EyMA-K6AquiDD5fZQ__&Key-Pair-Id=K6UGZS9ZTDSZM 5d8c9bb251a7be487b688cec3bbc62df PDF Text Text Cambodian Folktales A Little Girl A Little Girl, she’s four years old. She lived with an old lady when her parents went to work. She went around the block, picked up all the short sticks and the wood for fire woods. They cooked rice in a big, big frying pan and used the fire woods. And they gave her the crust, or the bottom of the cooked rice. And what she’d get, a piece like that and she bring to give the boy when they bring the rice on their head. The whole by the boy, put away the part where they cut underneath. That gets put away. And when they’re hungry and get a piece here, a piece here, all there, and have one little piece left in hand. And the brother wanted no more because he . . . all away. Because the whole . . . and he eat it, eat her finger and bites her finger and bleeding and she cry. And what they do? The soldiers who see it cry. “Tell her to stop crying,” because it hurt so bad. She just . . . and shaking. And they put her in the bag of rice and hang her in . . . And . . . she passed out in their rice bag. When her mom came back from work, heard her daughter hang up there. And the people, they whistled and the soldier, they ran past and one of the soldiers, they loved her also when they lived there. They took her out and gave her to her mom. Her mom thought she was going to die. It was just so hard. But later then the girl was alive. This was a true story that happened in the village in Cambodia. Don’t hate There’s a guy who is afraid of lawsuit. He just hates it, just a lawsuit, a general lawsuit. So, he goes up into the palm tree to get away from all the lawsuits. And he is thinking, “You know, as I'm thinking here, I'm going to make the basket to weave from the palms. And then I can sell that. And then I’ll get a chicken. And then the chicken will let me afford to buy an ox. An ox will afford me to buy a servant, and if the servant doesn’t work, I'm going to kick him,” and then ahh, he falls down. And as he falls, he grabs on to the tree, and he’s hanging by the palm leaves. Meanwhile—it’s just like dun-dun-dun. So meanwhile, another guy who hates to step on the poop everywhere, is riding the head of the elephant to avoid the poop. Comes along this guy, dangling from the leaf, saying, “Help me. Help me.” He replies, “Okay. I’ll stand on top of the elephant’s head and I’ll try to get you down.” While he’s doing that, he stepped on the elephant, and the elephant thinks the movement means to go, so the elephant goes. And now they have two men dangling by the thread, as the other one, the Mr. “I'm afraid of lawsuit,” is afraid of what’s happening next. And then that’s when he poops his pants, right? And poops on top of the guy who hates the poop. And then four people come, and they shout, “Help us. Help us. We’re dangling here by the palm. The four people take their scarves and tie them together for them to jump down. They can jump down safely, landed safely. The guys are okay, and then they go and sue each other. �Moral: If you hate something, you’ll meet it. If you hate, your fate will meet you. The snail and the Hare There’s a snail living in a pond. The snail heard that a hare is very clever, but he is very cunning. Then, while the hare stops to drink the water from the pond, the snail yells at the hare saying that, “You cannot come and drink the water from my pond.” “Hey, that doesn’t bother you. I drink the water from this pond since I was born.” And then the rabbit insults the snail. “The crawling snail-ey, slowly, slowly animal. You cannot one day crawl the length once I hopefully, the lengths what I hop.” And then the snail hearing this one, he is so mad at the rabbit or the hare. “If you say that you insulted me that I could not crawl in one day to the length of your hop, so now we compete. We are running a race. Let’s compete.” The hare takes up the challenge. “How can we set up the rule?” the rabbit said. And the snail says that, “I agree not to live in this pond anymore any longer, if I lose this race.” And the rabbit says that,” I pledge that I won’t come and drink the water from this pond if I lose you in this race.” And then tomorrow, the next morning, these two lovely animals start up the race. And then the rabbit or the hare run around the circumference of the pond, and then the snail stays in the water. And running for a while, the rabbit didn’t see any snail running behind him or her, yelling back, “Hey, the snail, slowly snail. Where are you?” And then the snail knowing we cannot run the race, cannot compete to win the race with the rabbit, and then they set up the tricks. And then that snail in the back telling the snail in the front, “When the rabbit yell at us, you at the front say, “Coo.” That mean, I'm here. When the rabbit says, “Where are your the slowly snail?” The next snail right to the rabbit or the hare say, “I am here, coo.” Running for a while, the rabbit’s looking around didn’t see any snail, asking then, “Hey, so now slowly snail, where are you right now?” Then right next to him say, “Coo, I am here.” And hearing this one he gets mad and he just keeps running very fast. Almost reaching to the finish line, one round, one lap, and the rabbit’s yelling to ask for the snail, “Where are you the slowly, slowly snail?” And then the snail right next to him say, “I am here, coo.” And then the rabbit know that he lost the race. He lies down right next to the finish line, because he knows that the snail is right there at the finish line before him. Then all the snails win the race and then they stay in the pond whereas the hare no longer comes to visit the pond or drinking the water from the pond. So, they drink the water from the dew instead. Moral: Don’t judge others. Teamwork can create power. Don’t Open Your Mouth So like back in the old time, the shell of the turtle is not crackling like map or whatever kinds of like that. The shell is so smooth. The turtle lives in a pond and a couple of ducks come to play or feed themselves in the pond. The turtle asks the couple of ducks, “Why are you coming here?” And then a couple of the ducks told the turtle that, “Oh, we come here to collect supplies for the �party on the top of the palm tree.” And then the turtle asks, “Could I be invited to come to the party?” “Yes!” And the couple of ducks tell the turtle that, “How can you fly up to the top of the tree because you don’t have any wings and know how to fly?” The three animals discussed to find ways to go up to the top of the tree. And a couple of ducks got an idea. He got a stick. One duck used their beak, so each duck used their beak to hold a stick and then the turtle can bite the end of the stick. The couple of duck can fly the turtle up there. The ducks warn the turtle that, “You must not open your mouth and speak, okay?” And then the turtle agrees, “Yes, yes, I will not. I will not speak out.” Now, the ducks prepare themselves with sticks and the turtle bites on the end of the other stick. The couple of duck fly up. And then up there on top of the tree, the other ducks are amazed by seeing this turtle coming up to the party too. And then they yell in unison say, “Oh, the turtle come to you. Brother come too!” And then the turtle is so happy. He replied, “Yeah, I’m coming too!” As soon as the turtle open his mouth, “Yes, I’m coming too!” He falls down on the ground. Then his shell hit the ground on a rock or a stick. That’s why his shell right now look like a piece of puzzle. Moral: Keep quiet even though you are happy, or you are mad. Be quiet. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Southeast Asian Folktales Book Project Collection, 2018-2019 Description An account of the resource The Southeast Asian Folktales Book Project Collection consists of materials from a collaboration between UMass Lowell faculty members and community-based organizations in the Lowell, Massachusetts, area to collect and publish folktales from four community groups: Burmese, Cambodian, Laotian, and Vietnamese. The complete collection is available on this site. -------------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea. Source A related resource from which the described resource is derived Southeast Asian Folktales Book Project Collection, 2018-2019. UML 24. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Relation A related resource The collection finding aid, https://libguides.uml.edu/uml24. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The document with four Khmer stories, [2018] Subject The topic of the resource Folk literature, Southeast Asian Tales--Southeast Asia Description An account of the resource The document with four Khmer stories for potential inclusion in the Southeast Asian Folktale book. The first story is titled, "A Little Girl," and is about a little girl who when around the block to pick up small sticks and firewoods to cook rice. The second story is titled, "Done't hate," and is about a guy who hates lawsuit, and the second guy hates poop, and they both meet what they hate. The third story is titled, "The Snail and the Hare." The fourth story is titled, "Don't Open Your Mouth," and is about keeping quiet even when you're happy. Source A related resource from which the described resource is derived Southeast Asian Folktales Book Project Collection Publisher An entity responsible for making the resource available University of Massachusetts Lowell Date A point or period of time associated with an event in the lifecycle of the resource [2018] Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.  Format The file format, physical medium, or dimensions of the resource application/pdf; 3 p. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context Tham - isolated Cambodian folktales.pdf Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2010-2019 Cambodians Documents https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/87bb61dccec48a0bb0a2ee76373ed054.pdf?Expires=1785369600&Signature=SYHs7U2p8F93aY7JpDDMV%7EI7dl4qi3iCptHGQVGnnwwBdNA7vYLpa3y3dScVfDzWg2Osi6IEwV7WCJ92z-Kd9bd%7Ed6eWAgSMbxYjV2yuppQWGj0%7EHGMbsrlhB5qHeSses5LIGxmrCqcWRykCZYanJcPfatJY0Gp2%7EfSkbgsHnqX5t0zo3ekREOzvjKJ6Vb3V1zg4sBztfKTddI9ePoHYP0JXchCB1OrQE0eKzmSG4nYhyzpU22z0JpQCDfKdOlpwr6MNO5RRK-gTvIvIUqhA4Gz0aZQ%7EDSep1rpJDjXWKACg4JQDPJn43RO9egh23LlAjH7-30sce2HHBrbnqACvFQ__&Key-Pair-Id=K6UGZS9ZTDSZM 8aff4b1dcdbb8e055d77000758201744 PDF Text Text Lao Focus Group, story 7 R: It long times ago, the one lady who has been passed away or have one boy? No, one boy, not one boy. The girl. Because every day, don’t have father, mother, go get the—go look for mushroom and bamboo to sell in the market for living every day, but she poor and then—and that day, and . . . even to drink, you know, no bamboo, no mushroom, to take home to sell in the market to sell somebody. She doesn’t have money, she’s really hungry. No rain. The river dried up. No water to drink. And she saw . . . Moderator: The foot, a footprint of an elephant. R: Footprint elephant, the king’s elephant come there. She stepped on that thing. She said, “Oh, I found the water,” the water from the footprint. She pregnant. And when she had the baby, the girl, she go to school every day, you know, . . . small like take the . . . She went to school, the friend told her, you know, you . . . my daughter, you don’t have father who, you sleep with your mom, but you're mom pregnant. I don’t see nobody. And she . . . come home, but they say to you, you know, and said that they told me I’m the elephant daughter. You know why, you know, elephant kid. You sleep with an elephant? She asked her mom. No, I went to mountain every day to look for the bamboo and the mushroom, everything I can make for the money for sell, you know, to sell and buy the food to eat every day and then the mother is sick and almost died and [see if she] tell the truth for the daughter. You know, I dreamed of water. I found the water in the footprint, the elephant footprint, that I’m pregnant. But I don’t know, maybe that he pee in there, I drank that and I pregnant. I didn’t go to nobody . . . husband, only that I drank that water. You know, and she pass away and the daughter . . . She went to go to the mountain to look for the elephant. The elephant said, “Why you come here?” Answer, you know, “My mom pass away, she said the big elephant in the mountain,” you know, I will ask you, “Are you my father?” He said, “I don’t know. I didn’t sleep with your mom. Why you my daughter?” . . . really beautiful and smell like perfume. Moderator: Perfume. R: She go everywhere, you know, smell like perfume every day, you know, every day, . . . , you know? And then elephant said, “If you're my daughter,” she bend down . . . R: Oh, the trunk? R: Go down, when you my daughter, you can go up there. My trunk, that really is slippery. When you're my daughter, you can stand on that. R: She said if she’s actually the elephant’s daughter, then she’ll be able to climb his trunk. R: . . . to really . . . It smelled good. And then the elephant say, “Oh, you're my daughter. Accept you're my daughter.” And he build, you know, he make the house for her in the mountain, because she doesn’t have the mom no more. So and then she grow up, the elephant to go look for the food, get for her every day, you know, you don’t have a mom to take care of you, I take care of you. And then as she I think turn to be 18 years old, she said, “I cannot live in the mountain with my dad. I have to look for someone to take care of me,” and she cut her hair to �put in a bamboo, that thing, to tie it very good and put the . . . in there to keep it wet for the [river]. The . . . to open and said I look for my lover. You can find me in the mountain and on top of the mountain there, I live there. I don’t have a mom. I have a dad. My dad is elephant. She said, you know, can you accept me as a wife? You will be, you know—to be your wife, you can go up to find me.” And the prince ride a horse to go up the mountain to see her and they really fall in love, you know, they have two kids together. The elephant come back. She’s hiding the husband in the trunk, what do they call it? The cave of the tree. Big tree, right, in the mountain. Said, oh, maybe my dad doesn’t like the human, you know, he may kill my kid and my husband, you know? And the father get mad. I smell that, no, human in here. Why you don’t tell me the truth? And the father said, I want to go somewhere. He came back and bring the food for daughter and . . . come back. He know that daughter lie to him, but he know, but then he go away. The daughter, and she took her husband and . . . [in the river] go down to the kingdom. The father come back to see them in the boat. Oh, my goodness, . . . R: Wait, so she ran away with the guy down the Mekong? R: With her husband and the kid. R: Because she’s scared her dad? R: She scared her dad will kill her husband and kid. R: Okay, yeah. R: And then she flowed down the river, the father came back. He really got mad and he looked everywhere. He . . . the tree, everywhere that you leave and not tell me, you’re my daughter, you know, you have to tell me the truth. And then—and got really loud, right, in the mountain, he and the father. R: And then did they get away? R: Her father died. R: Oh. R: How? R: Because he get mad, he get broken heart when daughter leave him, you know, heart attack. And then he . . . the daughter that when I die, to take this, you know, to put the . . . Moderator: The ivory tusk. R: ... ... And put it . . . �Moderator: So in Laos, what you do is you do . . . R: Put the bamboo together, because you don’t have a boat, right? R: Yeah, yeah. Moderator: So you take the bamboo and then you weave it together into a boat. You bring the tusk and put it into the bamboo. R: Float the Mekong River to somewhere. R: It’s like legend. R: And then he float that thing to the river and it go to the blood of a son, you know, father. R: Oh, son-in-law. R: Because the . . . R: Wait, it flowed to the son-in-law? R: No, the son-in-law, the . . . Moderator: Best friend to the son-in-law. R: King. R: Oh. Moderator: Remember, the prince is with his—the elephant’s daughter, but the offering, when I die, you need to put my tusk as an offering to the river and when it flowed down, it flowed down to the prince’s best friend. R: But then you know, the water go down this way, but they go up. R: Mm-hmm. R: That they go up to the king. R: Yeah. R: King’s city there and he said that when I went to hunting, every time I found him and we’d go together. He met them. The end. R: The end? Moderator: I’m sorry. R: The friend was really happy they found that. �Moderator: The ivory tusk . R: He took it. Moderator: The ivory trade is very popular in southeast Asia and so it’s worth a lot of money. And so when you cut off—that’s what they use ivory keys for and other—ivory that’s been used in pianos and stuff. So when you cut off the ivory tusk of an elephant, it doesn’t grow back. So it was worth a lot and it was ironic that the ivory tusk of the prince’s father-in-law went to the prince’s best friend. R: And then he just took it and the end? R: The end, because he was really happy that he found that. He didn’t know who it belonged to. R: Oh, so good or bad? Oh, so it’s legend, like he still has it to this day? ... Moderator: So you see in the kingdom, that the ivory tusks are in—it’s in front of the palace. R: Oh. Moderator: So the palace, he enshrined it as this is a very powerful—like so the elephant’s like a patriarch, a matriarch. They are the . . . So there’s a million elephants in Laos and so it’s the kingdom of the elephants. R: Yes. Moderator: And so those—the elephant, it was his kingdom. It was an honoring of his deceased father. R: Father-in-law. Moderator: Father-in-law, yes. Because he was a hunter and he went searching for stuff in the woods and he found the ivory in the Mekong River. R: Oh, and it was the daughter? R: The daughter and son—the daughter-in-law and son, that he . . . they're really happy. R: Oh. Moderator: He traveled north. The prince traveled north to find the daughter-in-law. R: Yeah. R: Mm-hmm. �Moderator: And then when he brought—now that his father-in-law has passed away, he brought the princess, his wife, back down to his kingdom in the south and that’s where, unbeknownst to them, because the daughter had done this—what do you call that? Homage to the father. R: Like the Viking ship? Yeah. Moderator: Yeah, right? And so she’s like, I’m doing this donation and it goes down and it actually ends up in his palace, in his kingdom in the south. R: Oh, wow. R: Because his daughter went to bury him and everything, you know, the son-in-law too. Because when he died, he told the daughter, said you come back and . . . R: So it was full circle. She buried him like a Viking burial down the river and then . . . � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Southeast Asian Folktales Book Project Collection, 2018-2019 Description An account of the resource The Southeast Asian Folktales Book Project Collection consists of materials from a collaboration between UMass Lowell faculty members and community-based organizations in the Lowell, Massachusetts, area to collect and publish folktales from four community groups: Burmese, Cambodian, Laotian, and Vietnamese. The complete collection is available on this site. -------------------------- SEADA would like to thank the following individuals for their work in making this collection available online: Monita Chea. Source A related resource from which the described resource is derived Southeast Asian Folktales Book Project Collection, 2018-2019. UML 24. Center for Lowell History, University of Massachusetts Lowell, Lowell, MA. Relation A related resource The collection finding aid, https://libguides.uml.edu/uml24. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The transcript of a meeting to share Lao stories, [2018] Subject The topic of the resource Folk literature, Southeast Asian Tales--Southeast Asia Description An account of the resource The transcript of a Lao focus group meeting where a story was shared for potential inclusion in the Southeast Asian Folktale book. The story shared is about an orphan girl who drank an elephant's pee and became pregnant. Source A related resource from which the described resource is derived Southeast Asian Folktales Book Project Collection Publisher An entity responsible for making the resource available University of Massachusetts Lowell Date A point or period of time associated with an event in the lifecycle of the resource [2018] Rights Information about rights held in and over the resource UMass Lowell Library makes this material available for private, educational, and research use. It is the responsibility of the user to secure any needed permissions from rightsholders, for uses such as commercial reproductions of copyrighted works. Contact host institution for more information.  Format The file format, physical medium, or dimensions of the resource application/pdf; 5 p. Language A language of the resource English Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context Lao Focus Group, story 7.pdf Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Lowell, Massachusetts 2010-2019 Documents Laotians