1 50 2108 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/1adbad2ca32cca0c1c2df3f92feb6083.pdf?Expires=1776902400&Signature=Jbv%7EtUpEEAmDfoNFEuj8lYkeRok0G7vQo7jvBxFSlv9e6T9haC1VTi65k04HXh6JMXSdOEEEkyDICjmHwp1HXNMBDQHnIu7AzM9n5eo-Uo5kecNQ3xXD6uk9jRFAf7Xf4Jxlv-oR-0aMuyerthmcTa36aCL9t8MOE%7EwxqGuDBPUas%7Ech9pJwpbRM6uL6xasHwbbneSIVSa0leFvG12ECvvjcfzNXBsg9YeQALWK7oX7zZ5%7EhVbwKSLO0fwon5Jd2QokeLxve5nDRPvPNei8xGBT88cRffrUhIpEYDTwdCdZD%7E207cVMBiqaPFga0a7%7EY-RW2ZMGaD-vn5sJy3NZ0Qg__&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/7bc65f40347a3e1efa95662643f353ae.pdf?Expires=1776902400&Signature=R0jtYlDynd7XxobPa8w1tDnQPS5kArCGR5fG%7Ej68Nfv6ljHC%7ETGz36%7Ez7djhM44UkQVOsz7VzwoHIJtbpr-BGJaou0dL3TuOjWou32EFwp21tfiX7RASMYLx2glDev%7Ejwn6YV0vqzJwTHH7cbIApD45IcIhva8FCGOpG2aEdndilNudJ0kmiBDPbJnsMdU6lluWq1tc7oQeEdKqmuGYYrNtguwv8b42B33uXjqqSWxecDCis2L-zjHYx8bHQKL5wIrz2EXoY9tT9SYg4MAeSl5o8QDz4ZoQD%7EqglXYCDLpiJU-cyc7qsLZKXOhaK0X6FtWlqiBPvavtyfh0mvwsYPg__&Key-Pair-Id=K6UGZS9ZTDSZM d1be64c33cf6c51c37a8c9bf4a9b4361 PDF Text Text UNIVERSITY OF MASSACHUSETTS LOWELL CENTER FOR ASIAN AMERICAN STUDIES / ASIAN AMERICAN CENTER FOR EXCELLENCE & ENGAGEMENT HISTORICAL MEMORY PROJECT INFORMANT: PAUL RATHA YEM INTERVIEWER: DARANEE KHOEUN & CHRISNA KHUON DATE: May 10, 2024 P = PAUL D = DARANEE C = CHRISNA D: Can you briefly introduce yourself. P: My name again is Paul Ratha Yem, I’m the vice-mayor of the City of Lowell. City councilor, vice mayor. I came to Massachusetts from California. I was adopted by an American family living in San Bernardino, California. This was back in 1976, 1977. And then I went to school. On the weekends, I went to volunteer at Cambodian church in Long Beach, California. There was this small group of Cambodian families living in Long Beach back in the late 1970s till the influx of refugees that came in the1980s. In 1980, I was approached by a resettlement agency called World Relief. They had headquarters in Nyack, New York. They had a direct representative for the New England area, Roger Leer. He was the associate pastor of a Revere First Congressional Church and he was the director of the World Relief New England region. His office was at his home in Malden, and the church was in Revere. They reached out and they said they needed to have a Cambodian speaking person who would be the caseworker to help Cambodian refugees in Boston. I knew nothing about Boston. I said okay, sure. I packed up my car and drove across the country to Boston, Massachusetts without knowing how cold it is in Massachusetts! Imagine from Long Beach, California. I drove into Boston in April of 1981. The reason why I remember that is because the Boston Marathon was running. I drove in and then went to Malden, that’s where the associate pastor lived. I remember clearly the address 555 Main St. in Malden. I stayed with them for a while before moving to Revere. At the time, I was just recently married [to] a white Jewish girl living in California. I worked. My job was to meet refugee families at the Boston Logan Airport. Back then, we don’t have email or social media like now. When refugees were on the way, the office World Relief would receive a telex saying that there’s a family—one family, two family, or five or six, with the list of the names, and then they’d say “will be arriving in Boston on Eastern airline at 11:33pm.” Normally they would send the telex a week, two weeks, sometimes 1 �a month ahead, because the refugees in the camps, they go through the whole process, and they get the departure dates, then transfer to the office here in New England. I moved to Revere on Shirley Ave, not a pretty neighborhood. It’s kind of tough neighborhood, so not many people wanted to live there. It’s a poor neighborhood, predominantly, white. And there’s one particular landlord who owned a number of three-deckers rental properties. I reached out to him and he said sure, I have an apartment. He loves to rent to Cambodian families because they don’t pose any problems. What happen is that… my job is to, you know, secure the apartment—two bedrooms and stuff—then next step for me would be shopping for food that were accustomed to Cambodians. The most important food would be noodles, bag of rice, soy sauce, fish sauce, and other stuff to keep in refrigerators. The night they would be arriving; I would just make sure all the foods and everything… Here I am, 11:30pm at Boston Logan Airport, Eastern Airlines arrival, so I looked up the flight number, went to the gate, and waited for the refugees. All the passengers left the plane, and then the stewardess came out. She would come out, and say “Who is here to pick up refugees? Cambodian refugees—refugee family?” I raised my hand, and she walked me to the back of the airplane. All the family are still sleeping because the time differences. Then I’d say, “ជំរាបសួរ (hello),” and they’d wake up, and be surprised to hear a Cambodian family say that in their own language, because they’d been traveling for two days. They were worried about “where we going to be,” and “do we know anyone who speak Khmer?” And when they heard that, they were so excited. Initially, I had a small car, a Ford Fiesta. Four seats, four doors, small car. I would pack all the families and they have their belongings, so I would take them to their apartment in Revere. So, my job was to show them “Here’s your apartment. Let me show you how to turn on the stove,” then turn on the stove, gas stove. “Let me show you how to turn on the shower. This is the shower, you turn this way, cold and hot water.” Kind of teach them the basics, and then they would just take off their clothes and put their belongings away. The first thing they do is make the noodles. They just want noodles. On the airplane, they don’t know how to eat the airplane food. So, they make the noodles, and they have it. By then, it’s 1 o’clock in the morning already, so I would say, “Okay, I’ll come back tomorrow at 9 o’clock, because I will take the children to register for school,” and… uh, before that—well, the first step, I take them to the social security office in Chelsea back then. I took them, say, family of six—parents and four children. Took them to the social security office to register them to get the social security number. That’s the first step. After that, back then, you apply, they give you—issue you a number right away. Then the next step, I bring them to the welfare office to register them for refugee assistance. A lot of people do not understand that. When, because the refugee assistance is administered by the office of the welfare department—so people that resent the presence of Cambodian refugees using that, and just saying that these people come in on welfare, are a burden to the system. Similar to the discussion with migrants from Haiti and from Venezuela in Lowell now. I register them, and they issue you food stamps right away, so they give you a print out—a check—a food stamp check. I would take the family food shopping with the food stamp voucher. Back then, there’s not many Asian markets. We just go to regular markets, pick up stuff people 2 �want. You know, they buy chicken, they buy beef, and some of the vegetable they’re used to, and they have the fish sauce I bought them, ប្បហុក (prahok), and all of that. They just buy meat and vegetables. They have rice already, and noodles, so… and then that’s the first day. And, I say, “Okay,” um, bring them to their home, “Tomorrow, I’ll come back again at 9. I will take the children and register them for school.” In Revere, back then they have the ESL department, and Mr. Vitrano(?), um, who is Italian. Large Italian population then. He would take and register and then send, um, [unknown]. Then after register them, I take the children to the Garfield School. Garfield school’s not… it’s… it’s nice, it’s… yeah. It’s nice, this school, right. It’s such a small, old school, similar to the schools here in Lowell. There’s not enough classrooms, so Mr. Waxman, um… Bill Waxman, who’s, like, a godsend person, loved helping Cambodians, so he made rooms available, to teach Cambodians, and he reached out to Massachusetts Department of Education for assistance, and also recruiting some Cambodian families who speak English, that’d be, kind of, professional. [Unknown] as a translator, work with teachers. So, that’s my job. P: The third day, I took the parents to… at the time, it’s called “employment connections”, has an office in Chelsea on Broadway, just as you cross the bridge from Revere, to register them for ESL class. We would register them, and remember that they don’t have a car, so I’m the only mode of transportation for them—I was the Uber before even Uber existed! I took the children from Shirley Ave or Highland Ave, they can walk to school. For the parents, I would pick them up and drop them off at the ESL class, and the ESL class teach them, and then I will pick them up after they finish. Usually like morning, and by 1 o’clock, they will be done. They come home, the kids will be back from school by 2, 2:30, 3 o’clock. And this process continued every day because, now, we’re talking about 1982. 1981, 1982, now more and more Cambodians start to come, and my job is increasingly very busy. Meeting—so the same routine repeats itself, over and over, that’s my job. So, by 1983, Cambodian families were a presence on Shirley Ave, and it created a problem. Some of the people there were resentful, resentful that Cambodian families came, they receive welfare. The resentment expressed itself in name calling, you know, calling “gook” and stuff like that. And then, the kids that walk from Highland or Shirley Ave were being harassed, pushed off, name calling, physical assault, pushing, spitting at, every day. The church in Revere—First Congregational Church, every Sunday we have a service in Cambodian language. Not all the refugee that came are Christian, but it’s time we come together and, kind of, you know, feel comfortable as a group to speak the same language in the same room. So, we listen. Here I am the translator for the pastor. I later became a lay pastor. Just, you know, talked about what the Bible teach us, so love everyone and all of that stuff. Every Sunday we get together, and here’s the best part—not everybody are Christians, were Christians at the time, but they go for just having time together as a group—as a big family. And the best thing to do after the service, usually like, like 12… 12 or 1 o’clock, we would have lunch together. We 3 �all have lunch, a big, big picnic kind of thing. That fellowship is really needed; it helps Cambodian families to settle, to feel comfortable. I’m the only point of contact that people have a problem. I would consistently receive phone calls. I remember one situation. Cambodian family was… somebody throw a molotov cocktail, with the gasoline in the bottle, into the home. So, the police were called, the firemen came down. I was on the phone with my friend from California, we’re talking at like 11:30 at night. I was talking, so then the operator cut in and say “There is an emergency phone call from the police department, or fire department.” I say, “okay, I have to hang up,” to my friend. And they say, “We want you to come down to Shirley Ave to help with translation.” In Revere, the police department, fire department, the red cross, city hall—they had my home phone number. I’d get a call in the middle of the night. Police asking me to come down, translate it. By 1985, the problem, the harassment, the violence against Cambodian families bubbled up to the surface. It’s really worse by then. I remember a situation that I went to visit this family that I put on Highland Ave.. I saw this gentleman—it’s a one way street—he was talking to a white neighbor across the street on the left hand side. Because… that’s not common sight—that you see a Cambodian talking to a white guy on the street. I knew it’s trouble. And he just bought his first car, it’s a used car but it’s his new car. He took his wife to the market, and they came back, and the white man across the street called him over saying that he’s speeding. How can a guy who just get the license speed, you know, down the hill? He was telling this Cambodian family, so I park my car and I walk down to him. Just before I reach the car, this white guy grabbed the driver—Cambodian guy—by the collar and pulled him out of the car. I ran over and said “Stop!” and “You can’t do this!” So, I stepped in between. Now on the left side of Highland, you see all these white families that live in the three deckers. On the right side, you have the three or four houses that has Cambodian families. They all came out. It’s a big crowd. And I’m in the middle between the white guy and Cambodian guy. Then the police arrive. The motorcycles. This is probably summer of 1985. The cops came, the motorcycle cops came, and of course, they went over talk to the white folks over on the left side. And, when he came over and he asked, I had to tell him what the Cambodian gentleman told me. So, I told him, so he dispersed the crowd and told them to go inside. Then, he left. Things like this happen a lot; incidents that Cambodians became the victims, and never make into police report. I reach out to the attorney general office. By this time, as I mention earlier, that the harassment, the violence against Cambodians on Shirley Ave, had bubbled to the surface, it got some press coverage. The one thing that I was able to do was talk to different newspapers. Boston Globe had a reporter that constantly reported on the harassment and the violence against Cambodians. Then there’s another reporter from the Lynn Item, and he was, writing about harassment and violence against Cambodian refugees almost every day. So now, the Boston Globe article get a lot of attention, and I got a call from the office of the attorney general’s civil rights division. They assigned a person from there…a young assistant 4 �AG was involved and helping. And I told here everything so she would then reach out to the police department and push the police department to do their jobs. She became a person that really helped solve the violence against Cambodians. The police department was forced to record about incidents. One evening, maybe 1984, (I will send you an article about) on Christmas Eve, I received a phone call from the Red Cross, saying that we need you to come down to Shirley Ave because there was a fire at the two family home on Shirley Ave. Both units are owned by Cambodian families. Somebody torched the house. The family were able to escape. They were out, the Red Cross were there to help them, give them blankets and take down their info. So, I got there and worked with the Red Cross to get the names and everything and explain to the family… the Red Cross put the family up in the hotel for that night. I remember so clearly after the family was taken by the Red Cross to the hotel, the fire truck was gone, the house was burned up. I was standing in the middle of Shirley Ave. By then it’s Christmas day. And I said to myself, “In this country, you know, Christmas is a season of goodwill and good men. We celebrate that in church.” I stood there and said to myself “someone must hate Cambodians so badly to torch their home, on Christmas eve.” I say enough is enough. I met with a few Cambodian family and some people that worked in different offices, and I said we need to do something. Let’s organize, and we do a rally. I think 1984, in January. Cold, cold day. We organize it, we get people from the Cambodian community, some teachers from the Garfield School to help organize. We talk to the parents and let them know, I talk to Mr. Bill Waxman from the Garfield school to let him know, and… I’m not sure if we called City Hall, but I believe we did call the City Hall. We said let’s meet up. The plan is that we meet at Revere City Hall. We meet up, and march towards the burned building. The stage would be the building—the burned building would be our background with the camera rolling on the speakers. This is similar to Martin Luther King, too; a peaceful protest, of about 300 people. Most of them are Cambodians, and many media were there. And t we have, outside people who are supporting Cambodians, who are fighting racism and the violence towards them. One person who came, I remember, was the president of the Rainbow Coalition. He taught at Harvard. I forgot his name, he passed away recently. (Editor’s note: Could possibly be Mel King.) The mayor of Revere, George Colella spoke and I was the translator, and the featured speaker. So, here we are, about 300. We have, like, about 60-70 children from the Garfield School, right. They write post cards and a banner. We write in Khmer and English “enough is enough.” And I remember we get—we made up a banner saying “enough”, so we walk with that banner, then we got there, and we put it up and it’s a sidewalk of Shirley Ave in front of the burned down building. As a result, more attention was paid to the city of Revere. The police department was under the gun to do their job. The Justice Department came in, we had the attorney general’s office, the executive office of public safety, and the state police. The city of Revere had to take this matter and control it. 5 �D: Well, thank you for that. You touched upon something that we’re looking into with the overcrowding in schools. I don’t know what the process was like in Revere, but in Lowell, there were a lot of issues, so they started renting out different places to put the new immigrants into, but that resulted in a segregation problem. There was an incident that happened with a 13 year old Cambodian child. We’re not sure if you know about it, but his name was Vandy Phorng. He was pushed into the canal. Do you know anything about it? P: Yeah, I know. And this is 1987, I knew about it. And I’m the one who organized a fundraiser at the Boys and Girls Club for the family; I know the family. The story was in the Sun, and then the Boys and Girls Club on Branch Street—on Middlesex Street, they wanted to do a benefit to support the family and I was part of that. But, let me step back into Revere. As the children arrived amidst the violence against Cambodians, Mr. Waxman also worked hard to get the support of Mass. Department of Education. Maureen, her name, you know, she’s really good. She step up, providing a lot of grants. And then she hired more paraprofessionals who speak the language, and then to create more space, the classrooms—clear out all the closets and everything—it’s not ideal. Then, the department of education, Mr Waxman applied for funding to build the bigger school on the Garfield site. So the state came in—the state, they have a hearing, they have a hearing here in Lowell—I came with Mr Waxman testifying how important for us to have this new school that have adequate classrooms for the new influx of southeast Asian refugees. The school was approved, the proposal to build the brand new Garfield school was approved. And the state, as you know, funded 90% of it. [D: Yeah] 90%. And then they have school committee meeting in Revere to talk about the new school being built. All these white parents opposing it because the current school, it has a baseball field, right? So the proposed new building would be build a new school on the playground—new playground, after it’s done, demolish the old school and make it into—put the baseball field. The parent that oppose—they don’t like Cambodian family anyways, they oppose, they say this is not acceptable because where are the children gonna play? So here I am, you know, go to the meeting with Mr Waxman, and I raise my hand and say “okay, which important? The baseball, or the education of your children?” So, then, everybody kind of pause and, and a few family who support the idea say yeah. And number two, they talk about the burden on the taxpayers, just like here in Lowell. But, I say look—the state funded 90% of the, the construction. Back then, like 3 or 4 million dollars, right? Just to have the money from the state put in the bank, you earn enough, you know, interest to support any, you know, tax increase that may have. But you have a brand new, you know, high tech classroom, and you don’t want it? You want to just, like… Finally, it got built and they named the school after this white lady who is really a racist. Katherine Penn, her name(?). She’s … doesn’t like Cambodians, so, of course she’s politicians, she played into her [unknown]. That’s how the new school built, and anybody that recognize with the name—oh, Paul Ratha Yem help—no. I don’t get that. But that’s not what I’m looking for—but at least, you know, we have a new school for our students, right? I think probably 1990 or 1991 the school was finally built. A brand new—beautiful. I walk up, and like, and… it’s near 6 �the beach too, it’s all glass and everything is new. Beautiful school. And I smile inside and say “I have something to do with this beautiful school.” In Lowell, I understand the issue of crowding, the classrooms, desegregation, and then we have the consent decrees that was signed by the school and city, you know. The bus [unknown]. D: This project started because we were looking into Vandy. Why do you think Southeast Asian parents—or just like immigrant parents in the community in general, like signed the consent—or argued for the consent decree to be signed. When they were like, really scared, like… you know. New immigrants in this country are trying to settle down, but like, all this stuff happens. Do you think there was a reason why they really pushed for it, why they really fought for education? P: There’s two reasons. The answer to that is, number one, that we came from a culture that value education. You know, I remember so clearly when I was young, my mother took me to meet the principal and she said—she said to the principal “Mr principal, here’s my son. Do what you need, all I want is the bone and the eyes back.” And I say why... What the eyes and the bone back, you know, like… [Yeah, so… [“All I want are the bones and the eyes back,” in Khmer], I said… I… till this day, I don’t understand. You might want to ask your dad that, because your dad was in education so he understands. In Cambodia, you know, capital punishment is common. It’s acceptable. The teacher’s gonna beat the heck out of you because you’re not behaving, you’re not doing your homework. Even, you know. I got in—when I first started, I was in trouble all the time Trouble child. Because I see school is just to go have fun, you know, so me and my group in the back of the classroom, the teacher talking up in the front, and we were having a [laughing] conversation in back. I was a bad student. Cambodian start [] in 12th grade, like first grade in this country, then go 11, then go to 10. So, the 12—like first grade, 2nd grade, 3rd grade, I was really bad. Then, one time I just saw the chalk like hitting my desk like [mimics sound effect] and then bounce off because the teacher was there writing something on the wall and he see me talking so—the teacher can hear of course, he just threw the chalk at me, but it didn’t hit me, it hit my desk first and bounce. [laughing] So we all look up, and the teacher say “you come up here!” so we have to kneel down in front of our classroom for as a punishment for But that’s all changed, you know, that’s all changed as I get older, I got to third grade. And, in Cambodia, at the end of the school year, the school put up a really big event, you know, at night—performance, speeches, and all the students receive awards. This is all grades, so if you in the middle school, back from the first grade up to the ninth, the tenth grade, things like that, right. The parents sit there and clap, and I remember looking at my mom’s face. I never forget— that she look disappointed because she see all other kids, you know, went up there, receive some sort of award and stuff like that. She was disappointed. And that’s the turning point in my life when I was that young. I think “this is it, you know. no more fun and games.” From that day on, I was always the first or second in my class in every major. In Cambodia, they would put out— like, they have the math and other social studies—they put up the list, so… student each month, how well they do. So, the worst month for me, I’m on the third—you know, I’m the third of my class. So that’s a bad month, gotta pull it up—so, but I always, I was really… a changed person. 7 �C: What province are you from? P: I’m from the city, I was born in Phnom Penh. I live in Phnom Penh, and my family is well-todo, middle class. I don’t know you know the—Cambodian have the [unknown], actually, we call it. Independent monument, right? It has big circle, and they have a beautiful park that will… one side of the rotary go towards the river, the other side is shorter to, kind of, the city. If you were to stand in the part that were facing the east towards the river, you see they have this big tree [Khmer name]. Khmer [“call it (Khmer translation)”], right. And they have the [Khmer translation], that mean, like… a house to send food to the spirits, right. You look up and that big [tree] is on your left, and then across the street from there, my house is across the street from there, is a small villa. Is like, a villa. And then there’s a street corner, street, there’s another prince like—royal family—we’re all related. The Sisowath family. He has a bigger lot, a corner lot, bigger villa. And then in my small villa is right here, and then there’s another villa, another villa, and then the big villa is Sihanouk—Prince Sihanouk’s mother, who, her villa there. So we all… Sisowath, so Cambodian royal family divided into Sisowath and Norodom. Sisowath used to rule the country, and then… Prince Norodom Sihanouk married a Norodom, and he became the king. And then Norodom family rule, Norodom family has their own compound—Khmer call [translation]. So, again, at the rotary, and then there’s one that goes south—towards [Khmer translation again], they call it, right. So [khmer] become the compound of all the Norodoms. Even Sihanouk has that. The president’s there. Big area, beautiful—and Sisowath [unknown] small strip of land near the independent monument. And that’s the answer to your question, is that we value education. It takes a lot for Cambodian family to really sign into this because, where we came from, we don’t speak against authority, right. Like I tell you the story that my mom just tell the principal “do what you need to do to educate my son, I want the bones and the eyes back, that’s it.” And then to come here to speak against something like this is unheard of. There’s a lot of education that go into this, you know, talking to and convince the family to do. The younger family that have some sort of education, then they will sign onto this. Not everybody. So, the older generation that came from, like, mostly Battambang, they themselves are not educated farmers, they don’t want anything to do with that. Only a few Cambodian family sign onto that due to the fact that they understand, you know, they came here, they had some sort of education back home, they came here, they have some schooling, they understand how the process works. So, they say “we want to do this to improve the education,” so they do this that their children education is improved. So they’re willing to do that. They risk their own lives, right, I want to call it. Signing onto this. D: That makes sense, like the difference provinces have different outlooks on education overall. C: I want to hear more about your perspective during Vandy’s time. P: Yes. In 1987, I was approached by a local bank here—it’s called Lowell Institution for Savings. So, they not there anymore, but the building is still there at the corner of Shattuck Street 8 �and Merrimack Street. You know where Enterprise Bank Headquarters is? Next to it, now it become a quilt museum. But if you look up, you see gold lettering say “Lowell Institution for Savings.” They were very proactive, they see a lot of Cambodian refugees here, Southeast Asians, Laos, and Cambodians. The president told me that he would read the Lowell sun and see Cambodian family was mugged and then they lost their money and jewelry that they—the lady carry with them. The president of the bank said “We might need somebody who can speak the language to convince the people—instead of keep money and jewelry at home, maybe deposit and keep it in the bank.” They reached out to me in Boston, so I came to work here in February 1989 as a community officer for the bank. My job is to educate Cambodian families. And as I told you the story—I’m actively involved in the Cambodian community. The banking job is one of the way to kind of reach out to the community, so my job is to help people, you know, put money in the bank, save money, to borrow money to buy a car—the new cars, and teach them, they borrow money to start a business, buy homes, things like that. I was actively involved in the community besides being a banker. And, at this time, I still live in Winthrop, Massachusetts. Remember I used to live in Revere, so I moved next to Revere in Winthrop. Yeah, just next to it It’s just too difficult to live in Revere and then you speak against the city, right, so I moved next door. I live—I still involved in Revere. I commute everyday, 1989, always come to Lowell. I never get home before 10 o’clock, because always get involved in the community. I became a member on the board of the Cambodian Mutual Assistance Association. I sat on other, you know, boards, who are, you know, in Lowell. Like the community foundations, like Lowell Plan. I was active, so using the bank position as a way to reach out to other institutions in the city of Lowell to kind of educate them about our culture as the Cambodian community and all of that. Oftentimes, I would ask to speak at the board meetings about Cambodians, about our culture. There was a Cambodian radio program, three or four people in Lowell, active, vocal, they have a Cambodian radio program. They talked about Cambodia, playing music, every Sunday. I go on the radio time to time, talk about mostly, you know, the bank products and stuff like that. One board meeting in Lowell Institution for Savings, I was talking with the staff and the board of directors. A loan officer said, “Hey, I have this Cambodian family who wants to buy a car and it costs $12,000. And he came to see me, he has a brown bag that’s full of cash, you know, put it on my desk. And I was like asking ‘Where you get that?’ and he say ‘Well, I save it. So here’s, like, my down payment.’” He has like 8, 9 thousand dollars in downpayment, and the bank was like surprised. And he… and then everybody asked me how does Cambodian family save the money, how do we educate the people to— instead of keep it at home, you know, that’s part of my job—I say, you know—I explain the story. And then someone asked—so, if a family wanted to buy a house, how do they get the money to put down, you know, in addition to how much, whatever they save, because most of them seem to want to buy everything in cash. And I explain to the board and everybody was there... that, in Cambodia, we have our own microlending. [Khmer name of it here]. I say we have this—a loan system, tong tieng, I explain to them. I explain that like—okay, we create a group of ten people, and then everybody pitch in… say, a 9 �hundred dollars. Ten people, you get ten thousand dollars. And then, you’re willing to relinquish that 100 to whoever willing to offer the highest interest rate, they will, you know, they will get that pot of money. So of a hundred dollars each, I’m willing to give you $5, so now I only put in 95. You got the money to do whatever, so now every month, you have to pitch in that $100. So that’s how the microlending works, in the real world back in, in Third World countries. We call it developing countries now. This is the system that started through the Grameen Bank in Bangladesh and the World Bank. This is similar to tong tieng in Cambodia. A branch manager at one of the Lowell Institution for Savings said, “You know, I notice that those Cambodian families came, they rent a deposit box, and they would come in and they would go in and they put all the money in the deposit box, and the jewelry and everything. Why don’t they put it in a savings account to earn interest?” you know. I said hey, you know. This to show you I did my job, right? The money from under the matress now going to bank safe deposit box, right? It’s the first step in the right direction, right? So give it time, yeah?” They all laugh. One of the board of directors, he’s the owner of that radio station. He went back one Sunday, he got to meet all the people that work… Cambodian family that do the station. He said “look, you need to educate people about putting the money in the bank and all of that, and then instead of…” and then he talked about—he learned about tong tieng and everything like that, right? And he was fascinated by that. He said look, you know, you teach people how to put money in the bank and everything, and He told the story he learned at the board meeting that day. The funny thing is that, rather than, you know, understand—rather than using that, they um…the Cambodian staff of the radio station, like five of them, use it against me saying that I did something that not supposed to, because, they say, “this is just for… within our community. We can’t just go off and tell the world about our inside.” I say “what…? Tong tieng is not a secret, this is not a mob kind of… you know? Shark loan kind of thing? It’s a system that we use it. I’m educating the non-Cambodian of how we come up with.” right. I didn’t know this story back then, there is a restaurant, right now, it’s the Hong Kong, like, Hong Kong Hall. It used to be [unknown] restaurant, and they sold it to the Hong Kong market family, so they converted it to the hall. It used to be a really popular place; they served Cambodian buffet, everybody went there. This group of radio staff, Cambodian staff, went there, and bad mouthed me. The owner is a very good friend because I was with the bank. So one day, I went to have my lunch there. The brother—they have three owners, two older sisters and the younger brother, his name is Vichet—he told me, “Hey, bong. I overheard they were talking about that you explain to other people about tong tieng in Khmer, things like that. And they were upset that you, kind of, tell the… you know, like dirty laundry, things like that, about the Cambodian people.” And I said, “Okay, tell me… is this something that we’re not supposed to tell the world? Is it something secret?” Because in America when you come up—like the story I told you that loan officer saw the Khmer family with the brown bag full of cash, they want to know where that money came from. Because in America, when you have a bunch of cash like that, the only logical thing they think it is illegal money. Selling drugs or something like that, right? And these people don’t understand that. 10 �We have to have a story, like you go to the bank, and I bring the cash deposit, $10,000, they make me fill out the form, and they say, “Where’s the money come from?” right? I have to explain. I say, “well, I just collect rent, you know. I have a three family home, and each one pay me this.” I fill out the form that explains to the bank where I get that. The same thing, we get the money, and we have to tell them what the sources are. In Khmer, they do save yes, but some of them use tong tieng to put that into the deposit to buy a home, things like that. But people fail to understand this system, and then accuse me of putting out a dirty laundry for the world to know. D: With Vandy’s incident, I’m not sure if the Khmer community had a different reaction internally compared to externally, because I know that sometimes in our community we just don’t want to speak out. I’m not sure if you know what the internal reaction to something like that or any other anti-Asian tragic incident in general, because there might be a different reaction, I’m not sure, but what do you think? P: Depends on the situation that you talk about. Let’s use Vandy’s story as an example. Oftentimes, the community blames the parents to allow this tragedy to happen to their children. Where were you? You’re supposed to watch your kids. Things like that. There’s a lot of internal condemnation because the child died. But, failing to understand, it’s not that he just died by itself. Somebody caused that death. Back then, the question is was there any organization among the Khmer that will come out to support the family that lost a child drowning in the canal? No. I don’t want to say this at the beginning of this—your dad is going to be mad at me because he’s the head of the temple. D: It’s okay, no, he’s not going to listen to this, don’t worry. P: Remember in the earlier conversation, I told my grandmother when I was in college that I don’t believe this because it’s selfish, they never help anyone. But, you know, for us to give money to the temple… haha, my grandmother was livid. P: We all go through that because we are more pragmatic and we go to school; we understand. For me, I sacrifice everything to help others, because at the end of the day, you know, you meet your maker—whoever, who will ask “What have you done?” So, then you can say “I did my part in making the world a better place to live for everyone.” Be the voice of the voiceless, stand up for the people that don’t have the courage or are afraid to stand up. So that’s my notice. The other personal story that I did not tell you is, remember I told you I drove to Massachusetts from California with my young bride? Jewish American, we met in California, so we live in Winthrop and we have four boys. We also were the foster parents, because Cambodian children were taken from home and they always looked for another Cambodian family to raise the children with the same language and culture. So, we took in a lot of Cambodians, mostly from Revere and from Lowell. We took them in—one family, the entire family, even the baby—she’s 11 �only three or four months old. And then we have our boys, who about five, and then six, and a teenager, just like fourteen. We took the whole family. The mother was a gambler, she would gamble every day. She met this old man, had a baby, and left the children unattended, so the CPS took the children away. And we took them. Like I mentioned earlier that I came from Winthrop to work here in Lowell, 1989, that I would never get home before 10pm every night, because I was out there saving the world. And I can’t even save my own marriage. So we end up getting divorced in 2000. But the marriage was really on the rocks way earlier than that, since 1990. I just knew that, oh keep it going for our children. But then, it’s, it is just can’t take it anymore. I don’t know, you are not married yet—but relationships are hard. You know deep down inside your heart that when you can't be together, you can’t be. You try your best. So then, the marriage counselor said that a good divorce is better than a bad marriage, so. But, that’s the price you pay. The moral of the story—the reason I’m telling you this is that yes, you go save the world, but be sure you save your own family too. My four boys, they’re all grown up now. Two in New York, and the other two with my ex in San Francisco, California. They don’t want anything to do with me, because I wasn’t there for them. Because I was always out there for other people, but not them. But that’s the moral of the story, my personal story, that I want to tell you that. It’s important that your children need you. And now I’m married, I have two boys… two boys, and the older one, he’s first year at UMass Lowell. The youngest one, Justin, is going to the prom tonight He’s graduating from the Greater Lowell Voke. So, from that experience, I make sure that never go through that. They need the father, not just the world out there. C: I go to school, I go to work, and at night, I come home and take care of my grandma—oh no, I’m gonna cry. She’d say “Don’t leave me!” and I said “I have to, ma! I have to go to school and work!” P: That’s the story we all go through. That’s the other side effect of the war—side effect of what happened to our family. We all have a story to tell. Some turn to alcohol, the younger generation now turns to drugs. The older generation turned to alcohol or gambling. We have issues—big issues in the community about gambling, because from outside, an addiction for people who go through—it’s a way to escape, to escape the reality. P: Researchers go to Encore and walk up to some of the Cambodian families. You see some people say “oh, we go visit Encore.” Stuff like that. My wife, and my in-law side of the family, they used to, after Christmas, open gifts, then they would go down to Foxborough avenue and they say “Oh, we don’t have to gamble, just go eat and walk around.” and I say “but it’s the temptation, and you don’t want to put yourself in that because you don’t know how crazy you can be.” You know, they… [unknown] and they get you out, people lose their homes, people lost everything because it’s just like.. They get sucked into it, chasing after that. So, I tell my wife, “we can go somewhere else, why do we have to go to the casino?” She say “Oh, just go and eat 12 �and walk around.” I say “Yeah, we can go walk around some other mall, shopping areas, things like that.” I never, never ever set foot and eat at a casino, because—number one, I take pride and say “look, I don’t gamble.” I don’t want people to perceive “Oh look, he go to the casino, so it’s okay for us.” No, I see people using that. But, back in 19… 96, 97, they have an Asian market— marketing firm from Boston, Chinatown, they do a bus. Mohegan Sun will come with a bus, pick up people at different locations… [P talks about his only involvement with Mohegan Sun casino, which featured him as an event planner that focused on something for the Cambodian community.] P: We set up the [unknown] for five hundred seats, right? And then, he said “what about the food?” I said the food we can do a buffet style on each side, have the dance floor—we need the dance floor. He said okay. He said “How much is that gonna cost you to put that all together?” And then the tickets. He said “Oh the tickets, we have the VIP tickets—$35, and then the regular tickets—$20, $25.” So Mohegan Sun would print out all that, the VIP tickets—so what Mohegan Sun did, they give out all the tickets to the high rollers, all the high rollers and everything. So then… and they say okay, we’ll take 250 tickets, with the VIP and regular tickets, and you can sell whatever tickets and keep [unknown]. It’s a deal. They give me some money on top of that to pay the band, and then I brought in the Khmer band. At the time, it was like, Angkor Dance troupe—but it was not really Angkor dance troupe, it’s just some dancing group, but they don’t have a name yet. You know, perform that beginning, and then we have the dance, and before you know it—we have more than—we have 700+ people were there. From all over. We’re talking about Connecticut, Rhode Island, some from New York come up. Having fun—they have all these people have these tickets, because these high rollers, they get a VIP ticket from the casino. And they bring their families and everything—it’s packed. Being… really not a party organizer, and I learned later, people would just go to the bathroom and they pass the ticket to their friend, and then they... So if you come with your friends, you have five people, you have five tickets. You have to the stuff, one of you go off to the bathroom, bring that five, and you give it to your friend in the bathroom—four tickets, right? So they have the stuff to go back inside, but they didn’t buy the tickets. So you have all of that, right? The cheating going on. I was… the lady, she was the singer, she sing in the band [unknown]. She’s the one who helped me organize. And that’s my only connection to Mohegan Sun at the Casino, and I did another show—it was a big show—but that’s the reason. I chaired the water festival one year, and I ask them to underwrite them—so they give $5000, and we give them a booth. And i get the red flag push back from the community saying I’m promoting gambling. I say look—my job is to bring money back to our community because—we take their money or not, our community go casino, give them money everyday. They have buses come in everyday, you see it. So, at least I get some money back to our community to do something. They don’t understand—they don’t see that. P: Yeah, that’s the one thing they are not very good at in… you know, like, going to get money from supporters. That year, we had so much money—Mohegan sun gave $5,000, just nothing, and we give them a booth and that’s it. 13 �C: These people don’t even go to the booth, they go to the casino. P: Everyday, they get it. They know what it is. All i’m trying to do is get money back from the casino at least to give back, just like any businesses in America. They have a foundation, they give money back to the community. Why not getting back from Mohegan sun and Foxborough? Because they took a lot of money from our community. But anyway, sometimes it’s… like, you ask me to speak on the gambling, it’s not… imagine tong tieng is like—that big of a deal, imagine speaking against that… speak against the gambling. C: I just remember we did the tong tieng for an organization about why they think alcohol and the other vices are so relied on in the community. It’s becoming a much bigger problem as the years go on… it’s not a report, it’s just a framework for the health(?) department, how to outreach to the community and make them come in and learn about getting help, but it’s not a report. But don’t worry about that, we’ll worry about this project. P: I understand. In a way, it’s related now, when we start in the 1980s… we were the victims of this violence. Racial violence. And then because we not accepted, it’s the history of this country that new immigrants coming in become the target of this racial violence. Now that we are here for 40+ years, I don’t want to see us become the perpetrators of this, saying the same crime that we were the victim of back in the 1980s. Meaning that we should be empathetic to new group coming in, we should stand up and support them because we went through the same as they are. and the thing that bugs me the most—i have this irish person come up and say, “hey, when my ancestry came, we were subject to this kind of violence, harassment, just like you cambodians going through right now.” and i say “why do you have to repeat that cycle? You could stand up and we don’t—we’re against this kind of violence because our ancestry were the subject of the similar kind of violence and harassment.” But they don’t, they don’t speak up, and they quietly tell you “oh, I’m sorry, we went through the same thing.” That’s not good enough. Speak up— see something, say something. D, to C: Did you have something you want to ask? C: I wanted to ask more because this project… I also wanted to oral history on maybe your life at another time, and maybe … put it in SEADA, the archive at UMass Lowell. It doesn’t get any… it just… but for this project, I met Dr. Forrant at UMass Lowell, and he spoke with Curtis Chin, the documentarist and author, now he’s on a national book tour. He was—Curtis Chin grew up with Vincent Chin during that time. P: I know Vincent Chin’s story very well. C: Yeah, so he was supposed to go to the wedding, and then … Curtis Chin, we invited him to UMass Boston, and UMass Lowell. He has a documentary called “Vincent Who?” 14 �P: Yeah, I remember that. I read about that because May is the AANAPISI heritage month, and one of the stories is about “Vincent Who?” is Vincent Chin. At the time, Peter Kiang was in charge of the Asian American Resource Center in Chinatown, organizing a rally, things like that. So I know the story really well, about Vincent Chin. He got beaten to death before getting married. In Detroit, they think that he’s Japanese anf the Japanese are responsible for the downfall of the US auto industry. C: And during that time, what do you remember about the reaction, maybe your reaction, and then your community’s reaction to the violence. They didn’t call it anti-Asian racism yet. I knew about the Stockton shooting and other incidents across the U.S., and then there was a Vietnamese uncle in Dorchester, and then there was Vandy. Was there a reaction to the violence at the time, or did people not really know about them? P: I can just speak from the Cambodian community, it seems like number 1, they may not know the whole story because they don’t read the newspapers or watch the news. If they heard something where they worked they would keep quiet. They think, keep yourself low profile so you will not become the victim and avoid speaking up. So, instead of standing up, they back into the shadow. They are cautious about where they go, what they do. They go to work and come home and try to avoid any confrontation. That’s the reaction that Cambodian families would do if they heard of an event like this. Oftentimes, like myself and others who work in the Cambodian community, we are always trying to educate the community. We say look “they are not going to ask you ‘are you Chinese or Japanese’ before they punch you in the face. Because we all look the same.” They call you ‘gook’, they call you ‘chink’, whatever. They not going to ask you “are you Chinese or Vietnamese or Korean” before they beat you up. You happen to be in the wrong place at the wrong time. During the pandemic, Asian American became the subject to violence—very violent. And the former president is fueling this, pouring the gasoline into this racial hatred towards Asians, saying that it’s the Chinese causing COVID-19. Again, the regular individual can’t tell that we’re not Chinese. You walk down the street, they beat the heck out of you; on TV you saw this. We saw this poor Chinese lady stomped on and kicked on the head in New York, because she’s Asian. She was born and raised in America. People don’t see that. C: Do you feel like it’s gotten worse or better since that time? For me, I wasn’t born yet, I was born in 1993… but it sounds very similar to the climate from the English-Only movement. The English-Only campaign, and immigrant Asians. Do you see it being better or worse? P: The anti-Asian violence, it’s always there. It will rise according to, pretty much national politics. And the politicians who sometimes use that as a way to get elected or stay in power. We have the president of Boston University—John Silber. He ran for governor, and he used Cambodians as a platform to propel him to get elected; fortunately, he wasn’t elected. One of his 15 �speeches he made is why Cambodians are coming to Lowell, and his conclusion is that it is because of the welfare system. It raised a lot of red flags and pushed back various entities and agents in the community. He said that when he was in Lowell for his campaign. And he played that because Lowell back then has the school committee person… C: What year was that when he ran? [Editor’s note: In 1990, Silber won the Democratic gubernatorial primary to become one of two major-party candidates for governor of Massachusetts in the general election of 1990. He lost that election to the Republican William Weld, who won by 38,000 votes.] P: I believe it’s about 1995. You have the school committeeman, Kouloheras, and his partner in crime, also school committeewoman Stoklosa, but the school buildings named after them. So I have this young man reach out to me about that and say “you need to rename the building, not Kouloheras.” I said “I understand. I’m with you, but it’s not the right time or the right place right now.” Remember like… The south banning all the … what you call… D: Confederate Statutes. P: Confederate flags and statues now. If you were to speak before then, they can beat you to death and things like that, but the movement—the time that’s right, it builds on that to do that. In Lowell, they named the school after Stoklosa—Katherine Stoklosa, which is one of the two who were really again—were racist against the Southeast Asian students, who also promoting the English-only language. I remember back when I worked at the bank, one of the cartoons in the Lowell Sun had the statue of liberty lady holding the torch and tablet, “Give me your tired and your poor and your English only.” Perfect cartoon to put on there, and that’s what those people did. They pushed it. The English only movement started off by an Asian American of Japanese descent in California. He started that, and it became big across the country. Back to your question, the anti-Asian violence is still there. But sometimes, it kind of below surface until certain situations, national politic,s get involved, and then create that, and it rises up again. Like COVID-19. The same thing when the auto-industry went down and the Japanese automobile become popular in America in the earl 1990s. It comes and goes—but it’s right there. If you ever saw the commercials about Shingles, Shingles is always there. Wait for the moment until it strikes you. This anti-Asian violence is like Shingles in your body, in society’s body. It’s there and it waits for the time to strike again. In 1990, it was anti-Japanese because the autoindustry in America went down the tubes. They don’t blame management, the company that runs that, they use other excuses for their failure. The Japanese become the victims, Asian Americans become the victims. Then COVID-19 came. It’s the pandemic that’s not just happening in America, but throughout the world. But because politicians use that and put the blame on the Chinese, it’s the Chinese disease brought to America. 16 �C: We were talking about the Stoklosa and the building named after her. We’re also… We’re trying to see what kind of memory the community has about this. Like, Curtis Chin—he’s the one that—he’s always promoting the Vincent story. Everyone’s always promoting it, but stories like Vandy within our community… P: No one talks about it. Not even, I would say 20, 30% of the Cambodians remember this story. C: Do you know people that remember it? P: Yes, besides the parents and the family, the family are the people that remember. And I know the father—the father’s still around. He’s remarried… the sister’s all grown up, and they have kids of their own. She moved to Florida. Those are the family that still remember, and I bet that’s the only family that remember the story. Lowell has shifted dramatically from the wave of refugees coming from camps in Thailand, now Lowell’s Cambodian community are immigrants that come directly from Cambodia to Lowell. They are well-to-do, they come here, they want to do business, they want to be Americans and build home; they are different. They don’t know about the experience that first wave of refugees went through. They don’t know about that. C: Do you think—well, since you know the family and [unknown], do you think that if this story… we wanted to use this story as a reference, and one of the questions Dr. Forrant asked was why—that why did something this horrific disappear in the community? He also wanted to know if there was a commemoration—other than what you said was a fundraising that you did, but thinking… other than what you said about … what’s left of our refugee community, do you think [something about the makeup of the Cambodian community in Lowell: refugees and immigrants]. P: There are a few reasons the story was not remembered widely in the Cambodian community. One, it’s a family tragedy. Remember not long ago, 3, 4 years ago, we have a fire on Branch street that killed about 7 members of one family in the building? And you don’t know what happened, and nobody remembers. Vandy’s story, it’s more of a family tragedy—while Vincent Chin is more of a…well, it’s similar, however, the family is the one that keeps the memories alive. Two, remember as refugees we lost two million Cambodians, killed by their own people, the Khmer Rouge. Like my entire family, wiped out. I’m the only survivor in my family. One death compared to two million. So to them, one death is just like really a drop in the bucket as far as a tragedy that struck the community in our city. That is why it’s not talked about. The other story that you need to also focus on since it’s anti-Asian violence, is Bun Vong. Remember that guy’s story that I told that was grabbed by the neck while he was sitting in his car on Highland Ave in Revere? His name is Somali. He and Bun Vong were good friends. So they decided after settling in Revere, they decided to move to Lowell because they know people here, so they moved to Lowell. One day they went to Revere and there is a club on Revere Beach, they go to visit that in addition to visiting friends. On the way back, they travel through 17 �Revere Beach parkway. For some reason, he was in the middle lane of the three lanes, and his car swerved into the right lane while this other car honked the horn at him, so he would move back to the center lane, and the car that was behind them, pulled behind to the right and these two Cambodians—Somali and Bun Vong get out. Vong was the passenger. He stepped out and without even asking questions, the passenger of the other car punched Vong in the face, he fell backwards, hit his head on the curb, went into a coma and died. With that interaction, these two white guys called them ‘gook’ or whatever because they don’t know that we’re Cambodian, they think that we’re Chinese. He called them all the racial slurs and everything and left. Other passersby called the police, the ambulance took him and the driver, Somali, remembered the license plate and they were able to locate those two guys. The guy that punched Bun Vong in the face, he was discharged not too long before from the military. He went to trial and it’s tied as racial violence against Cambodians. It’s about the same time as the story of Vincent Chin. He was found guilty. Bun Vong’s story is similar to Vincent Chin’s. His wife still lives in Lowell, two daughters—one daughter still, one daughter is very active in the community. I think probably two years old, something like that, when this happened. D: When I was at the conference with Professor Forrant, someone told me about her. I don’t know if you have any information for her because I only have her name. D: What do you think about a marker or memorial at the Pawtucket Canal where Vandy died. Kouloheras has the entire wing of Lowell High named after him abd of course we have the Stokolosa School, but there’s nothing commemorating Vandy. Do you think that it would be something good or that it would offend Vandy’s family? P: I think we would have to go to talk to them first and then get them involved, because it has to do with their family. They may or may not want to have it, so you can’t do it if they don’t want it there. Remember, we talked about your grandmother—you’re so emotional, right? Then, do you want to be remember or be reminded—that’s the kind of thing that we need to be sensitive to. You drive along the highway, you see all the crosses on the side of the highway. And I have my son—one of them driving, the other is going to get their license soon. You always think it could be one of your children—your family, your friend, who had an accident and died, there’s a cross for them. And I’m sure the parent is the one who put the cross there. And I drove—usually I drive by and see it. The Sun has a picture of our benefit at the Boys and Girls club. I’ll look it up, I’ll look it up to see—to send you guys, and then … I will speak with them, and then probably let them know. Maybe give you their contact information—you can also talk with them. D: Yeah, we’ve been struggling to find the family, so that would be really helpful, because since the beginning of this project, we wanted to talk to them, but we just couldn’t find a phone number or anyone else in the community. 18 �P: I’m trying to think. There’s a lot of tragedy that has to do with, you know… just because of who we are. Instead of a focus on one, my thought would be focus on as a whole, if you were to do any statue and remembering people who are the victims and died. We should include all of them. We should have that, because… number one, like I said, others have lost their lives because of who they are. We are mistreated, we are victims of the racial violence, whatever you want to call it. Some died, some survived, but the scars are still there. We should have, if we do anything, really include all of them, the ones who died, the ones still alive—reminder that the hate is still there. Even an elected official like myself, the hate is still there. But because you’re elected, they’re not going to say it in your face; but ,the hate is still there. And you can tell—you can tell, as a person, you can feel it if somebody likes you or not. But because you are elected, they’ll be nice to you. They tell you all glorious stuff, all the fancy words they call you behind the scenes, at their kitchen table, always imagine what they call. What they say about you. That’s not very pretty. And that’s how the children grow up in the hatred family—they hear this at the kitchen table. They hear their parent talk about “Cambodian this,” and “Cambodian that.” So then they go to school, and that’s what they remember, and then they take that a step further physically or by name calling and everything, because they think that because their parents are like that. And they make their parents happy by being against Cambodians, or Asians. C: What should we do to create or remind? I don’t know about if we’ll change the hearts of minds of those people, because we said about that… you know that, the tension and racism is always there, either under the surface or bubbling up, so our fight kind of never ends [P: No] through each generation. What would you do or want to see? Would you like to see any symbol, like Professor Forrant? I don’t know what a marker—I’m Khmer too, I don’t get what the meaning of a marker, but he wants a marker. But what do you like to see as our elder and an advocate from the previous generation, to remind the community or next generation, or even your generation that still walks by? P: I mean, you answer that beginning already about Vincent Chin. Continue to talk about this. Continue to get involved in whatever activity. You continue to educate everyone about the struggle of the Cambodian refugees when they first came to America. Continue to tell the story. The marker is fine, but it would be just another marker among many markers in the city of Lowell when you walk around. Some of them are forgotten, things like that. But the most important is that we are becoming the walking, we are becoming the educators. We took it upon ourselves to educate the community, to the mainstream community about the struggle, about racism and anti-Asian racism, it’s still there. We see what happen to Jewish students. We see what happen to Jewish people, and I always said to myself, what did they do that people always hate the Jewish people? It’s not because what they did, but because of who they are. Asian Americans, it’s just like that. Many, many reasons they hate us. Number one is that, in addition to Cambodians other Southeast Asians came. They say “Oh, they came, they took away our jobs, they become welfare dependent, a burden on society.” All the stuff that they would just 19 �throw at you. That’s how they justify their violence, justify their hate with Asian Americans. And then, in the next step, they say “Oh, Asian Americans are the model minority.” So they say “Oh, look at education institutions—a lot of Asians.” So rather than using as a positive image, they use it as a way to put down Asian Americans. “Oh they don’t need help because they are the model minority. They are all in school, they have a nice car, they have a big house, things like that.” And “Look at them, they dress very nicely, pick on me.” Because they are ignorant. .It’s our job and responsibility to become a walking education institute to teach them. You can teach people many ways, subtle ways, by being always nice to people who hate you, and just be positive. And always present yourself very well. People keep telling me “Oh, you look very well. Nice dress,” everything like that because people will look down on you the way you present yourself. You work hard, you study, so people ask you “How can you afford this?” You tell them politely, nicely, “Oh, I work two jobs. It’s not easy—America is land of opportunity, you can have almost anything, but you can have as long as you’re willing to work hard at it.” You sort of positively reinforce an image that we don’t have everything handed to us—that we have to work hard, that we have to study hard, just like everybody. The short answer is continue to educate the mainstream wherever we are. Just remember that you are the ambassador—you’re not Cambodian, you’re not Chinese, you’re Asian American, so you are the ambassador wherever you go. You have to keep that and always remind of the struggle that Asian American have gone through. D: I don’t think we have anything else. Thank you. 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 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. 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 Interview with Paul Ratha Yem Date A point or period of time associated with an event in the lifecycle of the resource 2024-05-10 Creator An entity primarily responsible for making the resource Khoeun, Chandaranee Khuon, Chrisna Subject The topic of the resource City council members Refugees Social work with immigrants Racism against Asians Cambodian Americans Contributor An entity responsible for making contributions to the resource Yem, Paul Ratha 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). 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 Oral History Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Revere (Mass.) Lowell (Mass.) https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/ba4b210ee3a25bb3bd7151cc3b051b8d.m4a?Expires=1776902400&Signature=Lk3iXngzDWEJNdWsdYpSdtpEawRQpAvFRILIBKiwMW9EmBG5n79HIyRfP0%7EETAMCzUdGSp423cmNUnmtBBMAW1lEwUTtex9%7EmRx%7EHphiQYyHjpy-TrXz-EUFHPw69HOomH1CtFCf1hKn5XBSaVY3oZ6psQDCTZOaStCDSRWeOZLFmVPfDgK36SlJbYmmmpwvkHX%7EDQ0zLNnMC8g09BgeO15QQUR%7EIOsF8bUAAKDNASJN6sVcA-TW2GacI-iyF5TukP2d-Oy5mPhvXxoMHJQunH2-CPzYDqRO%7EU3IzGYDNWjI8KSmkL%7EujpSe6sgEGKiGqIneu5UjxQLY5U1odg-g3w__&Key-Pair-Id=K6UGZS9ZTDSZM 0a1726f98a1ce8966296de418b5ebb0c 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 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. 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 Interview with Camilo Peréz Date A point or period of time associated with an event in the lifecycle of the resource 2024 Creator An entity primarily responsible for making the resource Forrant, Robert Khoeun, Chandaranee Subject The topic of the resource Educational equalization Lawyers Latin American students Hispanic American high school students South Asian American students School boards Contributor An entity responsible for making contributions to the resource Perez, Camilo 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). Format The file format, physical medium, or dimensions of the resource m4a Language A language of the resource English Type The nature or genre of the resource Oral History 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/def2a71fe76f2d4b5b9fe0b1fc787504.pdf?Expires=1776902400&Signature=puePYaGogVT3yidSZyKj-dpXY6WiQu47RDh7UL%7E6EoEhqd6B4-L%7ENr1IkDdD6wojUpZGSBGZr9pNiXVhcQ-aQa-M3NMugAn939zoFCcpCXUMQcahDchiNT38JRkeBGn8Y4a58LD%7Eo4xSZXdT%7E9UNCPTot%7EXi%7EI%7EjFbhkcrT4vwWHw21vPyjvmOJh8bllNBDUgVqIyv4JxZUuq-nWr4r6uyUJGlxsQTqTOJgGo1Q2Fk4wdEaha5UVLDGeFUmDror9RCR%7EbFkrp3xmqpaRICNkzG5Pn3T0AR4IMzE3fWkqf-8WbgAPO4HoAKSf6wVtPBclMS2K%7E9WxvL8E5Sfb467E%7EA__&Key-Pair-Id=K6UGZS9ZTDSZM e7dac06f4fe00b9856f0d6e11bd24f6d PDF Text Text Professor Peter Kiang Interview 7.9.2024 Forrant: [00:01:12] Thank you Peter, for agreeing to talk with us. Your articles, we've read several of them as important background and just amazing information for what we're trying to do this. This started several months ago with the idea of doing some research and article about what happened to Vandy. Originally the idea focused on historical memory. And, why in Lowell there's no conversation about the lessons historically, no marker, no anything. Lowell is a city that celebrates its history and memorializes everything. Yet this didn't happen. The more we researched, the more we read, the more we talked to people, it seemed as though what happened was gone. Your work influenced us a lot in thinking about this as a much broader civil rights struggle in the 1980s, particularly around education. Once we started looking at that, we got all the court documents from the parents’ lawsuit in 1987 filed against the school committee and the city of Lowell. As we read through those documents and saw the use of the 1964 Civil Rights Act, and Brown v Board of Education, and the 14th Amendment, all embedded in the lawsuit, we realized that this was really important. At the same time as we were thinking about it, two people on the city council decided out of the blue to put forward a motion to abrogate the consent decree and to go back to things the way they were. We said, okay, the timing is right for us to revisit this story and tell it in a more profound way. We're thinking the story goes back to the 1970s, when parents first started pushing the schools to desegregate the school department had its first desegregation plan. We're taking it back to maybe 1975 to 1990. The other thing that we started working on, and I went back from your articles and read a lot of the Globe stories about the violence in East Boston and South Boston and the home invasions and some of the other things that you've documented because we think the Vandy story fits into to all of that. Khuon: [00:05:11] Peter, can you start with briefly explaining who you are, your role in the community at the time in the late 1980s and when much of the turmoil of the anti-Asian racism violence occurred and then any of your work or roles stemming from that period? Kiang: [00:05:37] I come at the question from three distinctive perspectives. Starting in 1980, I was the first full-time staff at the Asian American Resource Workshop in Boston Chinatown. I had just graduated from college and the Asian American Resource Workshop had just formed a year and a half, two years earlier. Very grassroots, the first organization in Chinatown to call itself Asian American rather than Chinese American or Chinese. The idea of pan-Asian unity and solidarity and consciousness were all part of the purpose of that organization. It was intended not to be a social service provider. But more of an organizer, doing things like building pride and consciousness, which is much harder to measure and much more difficult to get funding support for. For a healthy community, it's just a vital part of the process of what I later realized kind of fell under the category of capacity building and community development. My work with the Asian American Resource Workshop, I was on staff there and was probably the most identifiable leader of that organization from 1980 to 1985. That coincided, in part, with �the resettlement of Southeast Asian refugees into metro Boston and the waves of violence that resulted from that demographic change both in the city of Boston and in other gateway cities, including Revere. I think because of the pan-Asian mission of the Asian American Resource Workshop, I took very seriously the responsibility to make connections between the Chinatown base and these other populations. Kiang: [00:08} It was easy enough to do that with longer-standing ethnic groups in metro Boston like the Japanese Americans. For the refugee populations, the level of trauma the day-today survival needs and the infrastructure for support, which was through resettlement agencies rather than grassroots community organizations. Those organizations that we’re familiar with today, they didn't exist. It was challenging. In terms of language, culture, history and just the day-to-day realities to build relationships. That was an important part of what I saw the mission specifically to be. We didn't want to simply provide immediate social service. It was taking a longer-term advocacy perspective and a community development perspective. Parenthetically, I'll just add that when I shifted out of the leadership of the AARW it was for the purpose of developing Asian American studies at a local university. Taking some of the same principles of capacity building and community development and consciousness and pride and educational transformation and bringing that into the university setting partly to have a more stable base that was not as vulnerable as a grassroots community organization and in terms of the day-to-day funding realities. But, also to take smart advantage of all the universities that are in the Boston area to figure out some way of having stability and longer-term institutional viability, along with the revolutionary mission of Asian American studies and ethnic Studies. And to be able to have a community-centered model for Asian American studies that would make sense to the community and that would also be able to exist and survive within a university setting. That led a roundabout way to my identifying UMass Boston as the place to do that and to plant roots and build structures to enable that to happen at UMass Boston. That included the early visioning of something like the Institute for Asian American Studies in the mid-1980s. The Institute didn't officially get fully established and approved by the university infrastructure until 1993. The initial proposal for that was something that I developed in the mid-1980s as I was transitioning from the community-specific role into this kind of frontier of organizing within the university. The Vincent Chin killing was in 1982, the court case and the $3,000 fine and probation for the killers was in 1983. The outrage in Boston after the Vincent Chin verdict was pretty strong. I was part of the initial organizing of the local Vincent Chin Support Committee in Boston. That summer of 1983 was also the killing of Anh Mai in Dorchester. And so, the reality of this taking of an Asian life and what was the value of Asian life? And the court case that was going to follow from the killing of Anh Mai and the arrest of the killer, not wanting to have a Vincent Chin case repeat itself in Boston. Kiang: [00:13:20] That all was wrapped up in my work in the Asian American Resource Workshop initiative in establishing something called the Asians for Justice coalition. Although it was a first-degree murder that was a focal point, there were all these other cases happening too. Many of those cases were with Southeast Asian refugee victims briefly referenced earlier. There wasn't really grassroots organizational capacity in those communities to have strong, powerful voices and means of bringing people together in response. Asians for Justice as a coalition �formed with a lot of the responsibility coming out of the Asian American Resource Workshop. That became the mechanism to advocate on behalf of the various communities that were really experiencing this dramatic and devastating cycle of violence that played out in the mid-1980s. I wrote quite a bit and I took seriously the documentation effort for what we were doing while at the same time trying to provide leadership for much of the response from the various communities. Some of the violence was also wrapped up in other aspects of the challenges of refugee resettlement and demographic change. You could see that in the ways the different school districts were responding to the influx of refugee students and family populations and obviously the housing and the employment sectors were also being affected by it. Kiang: [00:15:55] The schools I felt were particularly important. Thematically, I felt that the sacrifices that both refugees and immigrants in general, that they are willing to endure, that there's a rhetoric associated with that and a belief system associated with that, which is we're doing this for the future of our children. When the reality facing the children in their day-to-day experience is kind of thrust against that intended hope from the parents’ generation, then parents get motivated to do something a little bit more than just work hard and struggle silently. Lowell was not the only city or school district where these issues were playing out. I think in part because of META and Camilo and some of the legal aspects and the Latino population in Lowell that was organizing itself a little bit ahead of the Southeast Asians. There was a process playing out in role that I thought was significant. I was always looking for ways of bringing different communities together with shared interests. What META was doing in Lowell, I felt really modeled multilingual equity. The simple act of having these meetings in 4 or 5 different languages, when I would attend some of them, even though they were frustrating in terms of the time involved, the effort and the commitment I felt was just really inspiring and necessary to build real relationships of respect. Kiang: [00:18:31] This would last over time because often coalitions, they form to respond to a crisis. When the crisis is over, then the participants in the coalition go their separate ways. It's more opportunistic politically than anything else. For these communities to have longer-term, longer-lasting relationships of support and understanding and kind of mutual care showing respect through language I felt was a really important part of a process happening in Lowell. It wasn't only the just outrage of a classroom being held in a bathroom, which I saw with my own eyes. I went to some of those sites. I mean, that was outrageous, without a doubt, but it was actually the response of the parents making the effort to communicate with each other that made the story and the process really powerful and just not deserving of, but valuable to support and to document. I felt my role was partly to share some organizing energy and also very much to document. That was maybe the combined roles that I felt I was playing in terms of the ARW and Asians for Justice work and my interest in Asian American studies and the classroom and curriculum building over time that I think my career overall has represented and that our program has been good at doing for over three decades now. Forrant: [00:20:45] Out of curiosity, as you were starting an academic role, did at any point you get pushback from the university, like, why are you out there doing those things? Or, you're jeopardizing tenure. I'm just wondering if you got encouragement or pushback institutionally �Kiang: [00:21:22] As a separate part of this story, when I was studying the landscape of options for what institution to try to go into and then to literally organize with this purpose in mind, UMass Boston really stood out as a place where that could be done with a critical mass of not necessarily Asian American faculty. Paul Watanabe was here, but there was a critical mass of community-minded progressive faculty overall within UMass Boston and the demographics of the UMass Boston student body. They were just so relevant to community realities. There's a direct overlap. There was an institute before the Institute for Asian American Studies existed. There was an institute established by Vietnam veterans called the Joiner Center, and that had every element of what I thought a powerful Asian American studies program should have in terms of advocacy, curriculum, teaching, research, service, etc. with a distinctive constituency. At that time, Massachusetts Vietnam veterans were a significant political force. There was a flow of resources and there was political clarity, I would say, and quite a bit of influence that the Joiner Center leveraged. Kiang: [00:23:19] The Joiner Center's mission was in short wrapped up around the consequences of the Vietnam War and the legacies of the war. Their core constituency were veterans. When I learned, in a deep way about what the Joiner Center's mission was and structure and activities were, were focused around, I realized that you could argue that Southeast Asian refugees are a parallel constituency, a core constituency for the Joiner Center in terms of legacies and consequences of the Vietnam War. The directors of the Joiner Center hadn't thought about it like that when they first got things going. They were open to that idea. The Joiner Center became the first base to sponsor and fund the Asian American Studies courses that I developed. It was really through their advocacy within the university that I was able to do a lot of stuff in those first few years. I paid attention to my own tenure case to make sure my teaching, my research, my publications could meet the traditional stuff. It was all being done in this really holistic, community-centered way. And I thank the Joiner Center for having essentially sponsored much of that in the first 3 or 4 years. That was kind of unusual and very special. I always give great appreciation to these two populations, the Southeast Asian refugees and the Vietnam veterans, who were both students in the initial Asian American studies classes. The emotional and inspirational and educational power of those populations being together in the same classrooms doing Asian American Studies work was really special. That gave our program academically, this kind of core foundation in being grounded in refugee realities and in all the Southeast Asian American stuff that we've been able to do all these years. It's very, very different from every other Asian American Studies academic unit in the country that was more coming out of second-generation identity and representation stuff. For us, it was refugees and veterans who were the beginning, the foundation for what we were doing. So very, very different. Thanks for asking that question. Kiang: [00:26:51] Going back to Lowell, the killing of Bun Vong (8.4.1985) was after the killing of Anh Mai (7.24.1983). Those two outrageous incidents were very much linked together in my mind or in the analysis of Asians for Justice. The Bun Vong story was very much linked to Lowell, although the killing itself was not in the city. (Editor note: Vong, age 35 from Lowell, was beaten in Medford by a white motorist and died a few days later.) The awareness of the �contradiction of surviving genocide and being killed through road rage or racist violence. Even now I'm so angry. Then similarly, by 1985, 1986 the arson in Revere and the assaults in Revere were just really terrible, really hard to take. Particularly with the Cambodian population and the survival legacy that they physically represented being here in metro Boston. I think before the Lowell work really became the focus of some of my attention, it was these cases that preceded it that were already very much, prioritized as examples that needed intervention and organizing and advocacy and also needed documentation, future teaching and education. Later on, to build on what I was saying earlier about the multilingual power of META work with the parents in Lowell, the multicultural education training and advocacy (META). That was the legal services group that Camilo was part of. The English-only push in Massachusetts was the competing narrative of that period. Kouloharas (Editor: chair of Lowell School Committee) was an obvious protagonist in that world. But English only, and the eventual 1992 statewide referendum to eliminate bilingual education in Massachusetts, all of that was going on through this period and the groundwork being laid politically on that side for all of that policy change, in addition to the arbitrariness of “speak English you are in America now,” kind of on the street. Forrant: [00:31:10] We've been trying to find more about the history of the national Englishonly movement. Did you ever find a direct link between them and what was going on in Lowell? I mean, I know ideologically they were connected. Was there that kind of an organizing principle in Lowell connected to this bigger organization? Kiang: [00:31:54] Not that I can tell you. I don't think that anyone ever tried to follow money flow or individual visits or this or that would show that kind of evidence. For certain the Lowell English-only referendum predates the statewide by a couple of years. The money flow and the political leadership for the statewide one didn't seem to have any of the local protagonists in prominent speaking or endorsing kind of influencer roles. Forrant: [00:32:57] I've been trying to read everything that Kouloharas said to see if he, even in passing, said something about this larger movement. I haven't found it. I was living in Holyoke while a lot of this was happening, and there was a big English-only movement in Holyoke. A guy ran for mayor on a platform of English only. I'm wondering if these communities across Massachusetts, like Holyoke and Lowell kind of connected. Kiang: [00:33:42] I'm assuming that they are there, but how well organized it was. Maybe there was an infrastructure that was there that was quickly tapped. We were just too busy to monitor it. Forrant: [00:33:59] They had money because in the Holyoke newspaper, they had this five-part series of full-page ads about how Puerto Ricans don't care about their kids. And why are they all sitting on their front steps smoking cigarettes and just these incredible caricatures. And that was expensive. Somewhere there was money. I forgot that the statewide one happened in 1991. What was the result? Kiang: [00:34:50] Statewide the voters eliminated bilingual education and a generation and a half lost access to home language, heritage language. And it wasn't until 2017 that the �Massachusetts legislature essentially repealed what had been passed by ballot referendum. The opportunity to have different models of bilingual education in Massachusetts schools returns in 2018. That's a long period of bilingual ed being illegal. Kiang: [00:35:53] In some ways, the success of Cambodians electorally in Lowell is unprecedented. There's no other city in the United States that can claim the level and spread of electoral Cambodian American representation politically, that that the city of Lowell and the state legislative districts can claim. I mean, that's I think, equally a legacy if you want to frame it in terms of him. Interesting. That's giving him too much credit, maybe. Khuon: [00:36:50] How did you first learn about parents advocating for their children's education and the School committee's opposition? Kiang: [00:37:05] I think I more or less covered this earlier. Partly it had to do with Asians for Justice and the cases of racial violence, the Vong case and its relationship to the emergence of Lowell as an important location for Cambodian secondary migration. And the work of META, which I was familiar with because of their work in Lynn and other places closer to Boston. And the whole relationship of bilingual education, racial desegregation, etc. in the Boston Public schools. That was something that I knew pretty well. The parallel of the challenges in Lowell around those issues with this particular population in a post resettlement post-genocide reality of racial violence; Lowell was the place I did care about, even though it was not my community or not so easy to in a day to day way be involved. I was paying attention. Khuon: [00:38:35] Could you give us an overview of the tensions that you were paying attention to at the time or did you pay attention in retrospect? Kiang: [00:38:45] It was the racial violence first and foremost, which was not simply in Lowell. It was the reality in Revere, which was much closer to Boston. And the Revere population had direct connection to East Boston and to Allston. The original Cambodians in Boston were in Allston and then in East Boston. There was the spillover into Revere and it was not simply Cambodian. It was Lao and Hmong and it was ethnic Chinese from Vietnam who were being targeted also. It was the Anh Mai killing in July 1985. (Editor’s note: Anh Mai, 23, and Vietnamese, was killed in Dorchester. Police said the homicide was the 14th crime against Asian immigrants reported in the city so far that year. They said there has been an increase in reports of vandalism, harassment, fire-bombings, and assault, adding many incidents “have probably gone unreported.”) It was definitely racist dynamics playing out. They were predictable dynamics. That was what was so frustrating from our perspective because, and this was a connection to Asian American studies, because if you know Asian American history, then you know that there are waves and cycles of violence that are associated with economics and with other larger forces that are playing out. The depiction of Asians as enemies through war and the way that translates into those same populations being targeted. All of that was explainable and predictable. If you knew Asian American studies, as it was playing out in real life, the frustrations of seeing that happen, knowing that it shouldn't happen, was a part of my thinking and my perspective. Every kind of new example, new case that came up was in part a sense of outrage and frustration and also reenforcing the importance of doing this kind of work to educate the public, to educate the �communities, to build stronger community-based organizations and build capacity to stop it, to prevent it from happening. Kiang: [00:41:24] Both in the short term, which meant dealing with civil rights laws and prosecutions and having critical mass show up in the courtroom for different cases. There's very specific things case by case, and then there's longer-term stuff which had to deal with. We had a curriculum project with the schools in Chelmsford. We couldn't get into the city of Lowell, but Chelmsford was interested in having curriculum K-12 curriculum expansion to understand Southeast Asian refugee resettlement and the connection to Asian American history. The school superintendent in Chelmsford contracted the Asian American Resource Workshop to work with teachers over a maybe a year and a half period to design a curriculum and to do teacher training. It's the same Merrimack Valley geography and the same refugee flows that are coming into the region. The contrast between Chelmsford Public Schools and Lowell Public Schools was striking. We felt like we wanted to be dealing with Lowell directly but couldn't and therefore we went the route of Chelmsford to show that it was possible. That's not something that I've written about or talked about, but that was part of the reality in terms of the region and thinking about these tensions and the dynamic. Khuon: [00:42:59] What year was that? Kiang: [00:43:01] That's mid-1980s. Khuon: [00:44:14] In our research, we found that many people from the community have a hard time remembering Vandy. Do you think there is a reason for his death to not have a deeper impact on the community? Kiang: [00:44:34] This was the most interesting question of these from my perspective. I'm hoping that whatever you produced out of this work provides some perspective to respond to this question. I don't know if there are his siblings are still in Lowell and the parents and extended family experience following his death or the temple that his family was a part of. At least in the immediate weeks after the killing the temple was where the family was seeking support. I never had the feeling that the family wanted to pursue anything more aggressively. Khoeun: [00:45:58] I checked with the family. Not any of the siblings, but I believe one of the nieces or one of the daughters of one of the siblings. She mentioned that she didn't know she had another uncle because I mentioned you're two uncles, Davey and Vandy, but there's also Vandy. Do you know anything about him? She said that she was completely unaware. Which was an interesting thing because it tells me that did the family just stopped talking about it after some point? I assume there are no pictures or any sort of memorial in their house for him. I also just can't get in contact with the family in general, because she fell out of contact with them. That's all I know after talking with them directly. Kiang: [00:46:56] I think if the family chose to handle it that way from the beginning, then that's the explanation. The killing of Bun Vong, his daughter is now an adult who is seeking her own clarity and desire for justice. It's a different way of relating to the specific losses of that time. And I think also perhaps to some extent the fact that the aggressor was from a prominent white family is another aspect of the story that is not looking to memorialize the victim. I think it's �understandable. This gets into I still think about this now with the Anh Mai case, and after 40 plus years, I'm taking another take on it, which I'm pursuing more actively. After Anh Mai was killed, the stance of the beginning Vietnamese community in Boston was to not raise too much fuss about it. And he didn't have any family members who were here with him. He was an unaccompanied minor. I'm going to include this in an article that I'm working on about the case and the Anh Mai legacy. Just a week or so ago was the anniversary of the killing of Vincent Chin. In Boston’s Chinatown there was a commemoration. It was small, but it happened. I appreciate that I went to it to document it, but there's just no memory of Anh Mai at all, even in the vibrant very, very civically engaged, robust Vietnamese community of today, there's no memory at all. There's no marker, there's no nothing. Your question about Vandy is in the same realm of why? And is that right? And do we, some of us who were there at the time and for later generations for educational purposes, if nothing else? There's not a family that's asking for justice or memorialization. It's more from an educational and political and community perspective that this is a memory that should not be forgotten collectively. When we decided to take on the organizing in the aftermath of Anh Mai's being killed, and the Vietnamese community itself was saying, no, they're not going to get involved with that. Kiang: [00:51:02] That was a difficult challenge, personally. If the Vietnamese community is not going to take the leadership role, what? Who am I to say that we will or that I should, and so I struggled with that a lot. Ultimately, I decided for myself anyway, that it wasn't simply that he was targeted for being Vietnamese. It was a racial killing. And from that perspective, a broader Asian American community could also be engaged and invoked in the process. It didn't have to be, strictly speaking, a Vietnamese thing, although we made every effort to have open communication and dialogue with what was a very early-growth Vietnamese community at that point. I think even now I have floated the idea and I'm still going to pursue it, that there should be a memorial to Anh Mai in Boston, in Dorchester. Should there be more public recognition of this killing in Lowell and this young life lost? Forrant: [00:52:29] The thing that gets me about Lowell is the two people that you could think of in Lowell as creating the climate that promoted what happened are Kouloheras and Stoklosa the chair and vice chair of the school committee. Kouloheras has his name on the wing of the high school and Stoklosa within a couple of blocks of where this happened, has her name splashed on the side of a school. That's part of what we're thinking about. There's some people that have been in Lowell at least talking, this was before we started doing this, about trying to get the Kouloheras name off the school. One of the things that I teach a lot in history classes with my students is what happens when memory gets erased. What happens when in an archive nothing about something like this is collected? What happens when people are invisible? And this feels like one of those stories. Right? We also share your concern about, what if the family doesn't want it. We've already backed away from thinking we want something about him per se, because that's not clearly what the family is saying they want. �Kiang: [00:55:24] Raising this in whatever way you do spills quickly into all those other contemporary debates about curriculum and monuments. You know, who's an American? If I were a part of the local community knowing what I know part of me would still be pushing hard for the K-12 curriculum and specific curriculum units focusing on this period, of the crucial period of the 1980s, 1990s, in terms of the formation of the community, and then lessons of the sacrifices, struggles, and accomplishments of the community since then. Drawing on the elected officials. Although they are pretty impressive in terms of the number of them, their relationships with each other are complicated. Getting them all in the same room to support the same effort or initiative takes some smart organizing and relational sophistication, I would say. To have something public, whether it's a marker or in the curriculum or a retrospective in the Lowell Sun that goes back into this with a contemporary spin, a bunch of different ways of ensuring that that it's not lost or buried or hidden. I think there's a bunch of different ways of, of doing it. Some can be wrapped together with contemporary recognition and others of it is just being honest in terms of what factually happened. That's where I think someone like Bun Vong’s daughter, there's a direct lineage of impact. I don't know exactly how she articulates what she wishes were possible today for the city. She would be one person that I would certainly really talk with. What is she willing to say and help to convene in terms of a civic and educational process? Forrant: [00:59:42] Lowell is coming up on its 200th anniversary. There's a way to think about this being one in a series of things that would be part of looking at this long history of immigrant and refugee settlement in Lowell. Other stories that can be excavated about what's happened to various African communities as they’ve settled in Lowell. I like the idea of a forum or something where we could bring together some of the actors that are still around from the 1980s, some of the people in the parents’ group that filed the lawsuit, we've been reaching out to identify. The tricky thing with the lawsuit is that most of the names don't have the last name because their kids were the plaintiffs, not the adults. I have some friends in the community who are looking at the names and trying to figure out who their parents might have been. The university was very involved with all of this. Some of the faculty were involved in trying to create a human rights commission at the time in Lowell. And there were all these meetings that Charlie Gargiulo talked to us about last week where there were faculty that were trying to do stuff. There were even faculty that rode school buses. At the university, there's nothing in the university record about any of this. That seems maybe a more fruitful initial place, possibly to push that the university should sponsor a forum or conversation through the Asian American Studies program at UMass Lowell. Kiang: [01:03:51] We could think about doing something together in terms of the current context. There's no doubt that the wave of violence of the 1980s was more intense, more deadly. You've obviously I'm sure made this case already, but the anti-Asian or the Asian hate dynamics of Covid brought all of this into view, referenceable in people's immediate memory. Before that gets totally blurry again for the public, completely lost in terms of the consciousness and the historical memory and the active teaching of lessons that could have informed what happened in 2022. �Forrant: [01:05:02] I started from your articles, Peter. making a timeline of the ones that you've mentioned and then I did some more digging. It just it dawned on me as I was doing it, when I teach civil rights history, I don't teach about this. Now I'm going to. But, why after 29 years of teaching? It is shameful that I wasn't aware of these things. How do we impact the curriculum? I'm certainly going to, in my US history classes on civil rights, discuss this rather than talk about busing in Boston, I'm going to talk about school desegregation and law. Because the kids are going to have more relatability to me talking to them about that than about Southie. Kiang: [01:06:26] Likewise, in the teacher education program, being able to influence what the teachers are being trained to teach in social studies out of the UMass Lowell School of Education. This component can be readily incorporated. You can help shape that in terms of content. And then, with a little bit of will and political influence from senior faculty in the School of Education, it shouldn't be that hard to do. And then it can be celebrated, as part of the 200th anniversary. Relevant, responsible, historically accurate teaching and the special contributions to equity that the university is making. Khoeun: [01:07:45] I think one more question. Actually. It just popped up. When we were interviewing Mr. Perez, he talked about how in the 1980s there was a massive during that period in general, there was a massive repeal of civil rights and whatnot and how that era seems to be connected to now. I was wondering if you agree with him or if you think there's a reason for that because he mentioned it; he is still looking into it. I was wondering if you had any insight on that? Kiang: [01:08:33] The economic recession of the 1980s was bad. The rise of what was then a much more conservative political ideology with Republican Party rule. Honestly, that platform looks good right now, relatively speaking. Challenges to the 1960s civil rights legislation and policy areas, in the backlash to affirmative action and the concept of reverse racism emerged during that period. So, it's one generation removed from 1965. The fundamental real equality that's internalized by the country hadn't played out. It wasn't in the culture, it wasn't in the school curriculum. People pick sides of being winners and losers with law and policy, and the losers resent and eventually will try to win. Khuon: [01:10:21] I'm still dissatisfied with our Vandy situation. I feel like it is hard to figure out a situation where we can highlight him properly, especially with the predicament we're in that his family's not very vocal. Kiang: [01:10:49] I don't see any ethical way around it in a history, social science kind of way. An alternative route is to do something more through creative expression. So, poetry or letting your imagination work in a creative process. Show something of not just the circumstances of the killing, but the life before and the life that could have been. Turn to the creative world rather than being confined by the limitations of history, social sciences, of fact-based stuff; because you won't be able to get beyond that. Khuon: [01:11:49] Thank 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 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 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. 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 Interview with Peter Kiang Date A point or period of time associated with an event in the lifecycle of the resource 2024-07-09 Creator An entity primarily responsible for making the resource Forrant, Robert Khuon, Chrisna Subject The topic of the resource Racism against Asians Refugees Racism in education Education, bilingual Contributor An entity responsible for making contributions to the resource Kiang, Peter 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). 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 Oral History 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.) Asian American Resource Workshop https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/bca13cc28d7c9f814ee98f877691d570.pdf?Expires=1776902400&Signature=pJTvmLzvNYGfVUlR%7ERZCeWrqHcoXCiamLHPpTlnoGjjglwDFE36qjLSng1D9iuyKEmAJjjcax2JPQ0l50NJXByKhJRhPVNv5UvHNSOisgEiAIOuQdDboHXuaQ3clmimkYLxGiCqYMH087aM6SywaNa6nCntYDaoPgcOitay4f3-TPQ-mmsEeC1oesfG68XrxnDXWr99owKg3R50T2CMItofFqNggZDRyjIK%7EK4oj72ZciYVpj8K6PUAvrTbSw6qxvQ2wtZ%7EoxSDwSfQmit6pRxQq66wXsibOTVmE7t9udz1BuWEIM0RQMdYKTYkW4eMlD1U0tF6ECbBDrZWjSfQvUQ__&Key-Pair-Id=K6UGZS9ZTDSZM 1ca8d042617207cfb998a8b99d7afa4a PDF Text Text Jim Higgins Interview, 7.12.2024 Khoun: [00:00:30] Jim, thank you so much for agreeing to speak with us about the history of Lowell desegregation and the city's late 1980s English-only campaign. As well, we would like to hear what you recall about the treatment of Southeast Asian refugees as they arrived in Lowell in the 1980s. We are working to get as a complete picture as possible regarding the history of Lowell schools, the desegregation lawsuit, events leading up to the filing of the April 1987 suit by the parents, and the death of Vandy Phrong. This is being done with the intent of publishing an article. Please give a brief introduction of what you were doing in Lowell during this period. Higgins: [00:01:56] I came to Lowell and started working as an architectural photographer. Then I started doing more documentary photography work, getting away from doing buildings because it was sort of boring and the people were a lot more interesting. I did a book on Lowell at the time called Lowell: A Contemporary View (Editor’s note: published by Mill Town Graphics in 1983). It was like a documentary on the city, the people, the places. And because of that book, the International Institute contacted me and asked if I'd be interested in doing a documentary on incoming refugees from Southeast Asia. I knew very little about the situation at the time, but I was immediately interested because I have always, from a socio-political viewpoint thought the situation in Vietnam and the consequences that happened afterward were going to reverberate through the years. That's exactly what came to be because when I started doing this documentary on refugees coming in, you could see the consequences of our actions over there. I was somewhat interested in the beginning, but then I was totally committed after spending a year working in the community because they wanted me to do a book somewhat similar to the earlier book, but sort of documentary style on Lao, Cambodian, and Vietnamese refugees coming in. And, they wanted it in four languages. We hired interpreters from the community. They could translate, but also give us the Khmer version. Originally, the script is in the book, for the captions and the forward and all that stuff. It's all handwritten. Was because at the time, I don't even know if there are typographic fonts in Lowell that could handle that because this is before computers came in. I mean, computers were not I don't want to sound ancient, but personal computers like Macs, they didn't come in till 1989 after our project. We had to have all the stuff, all the captions and everything in the book, handwritten in Vietnamese, Lao, Cambodian, not English. For the first year of the project, I knew that I had to learn so much. The other thing is I didn't want to just go into a community that I didn't know that much about and start photographing immediately because I felt like it was just not right. Simply because our levels of trust must be built up with people before you can do something like that. Higgins: [00:05:00] When I did the book, I had already spent 3 or 4 years doing research. I knew from that, that no matter who it was, you have to build that level of trust. We spent the whole first year and I wish I could have spent longer doing this, but I had after a certain point, they wanted me to get the book into production. My partner at the time, Joan Ross, is a graphic designer and we worked as a team. We spent a year just getting to know the community, not taking any pictures at all, not even taking a camera anywhere. We went and just went to, got introductions, went to weddings. 1 �Went to all types of activities that were going on in the community and just spending time in people's homes, talking and just getting to know them. It was based on the relationships that we formed in that one-year period that I felt like we were ready to take the next step of asking them if they wanted to participate in the project and didn't mind us coming in and taking pictures. And we became friends with a lot of people right away. Higgins: [00:06:12] For me, it was sort of a natural transition. I always talked to people about what was it exactly that drew me to the Southeast Asian community? And I think it had to do with the sort of injustice of the Vietnam War. And so, based on that I felt like it wasn't like speaking with strangers. It was speaking to someone that we did a real injustice to and I was trying to find out their story, what was their perspective? How did they feel about the United States sending troops and destabilizing Southeast Asia? That first year was a prep year. And then after that, we get into documenting the community. And then when we were finished in 1986, we were ready to publish the book, but we met Dith Pran from the film The Killing Fields. At that time, he was a reporter working at The New York Times. (Editor’s note: Dith Pran, [23 September 1942 – 30 March 2008] was a Cambodian American photojournalist. A refugee and survivor of the Cambodian genocide, he became the subject of the film The Killing Fields, 1984.) Higgins: [00:07:27] I went with Chanthida. (Editor’s note: Chanthida is one of the original dancer teachers who helped to establish the Angkor Dance Troupe.) You don't know her, but a couple of other people in the community, and we went to New York, and he was so gracious to us. We met at The New York Times. We told him about our book project, and we asked if he would want to write the foreword for the book. He said yes, but he wanted to see what we had so far. We basically had almost everything done. We showed him the photographs from each of the communities. Then we showed him the translation, and when he saw how the translation was written he said, oh my goodness “this is going to have to be rewritten and redone.” I wasn't aware of this at all. A thing about translation that I've learned since then from I think it's R.F. Kuang who wrote The Poppy Wars and Babel and those books. She is Chinese and she talks a lot about translation and how things get screwed up in translation. While the person that wrote the translation for us, the Khmer translation, was speaking in what he called “a high class tone” that he felt the refugees in Lowell now would not be able to relate to. He said you have to have somebody that speaks the language, because most of these people are agrarian. From small villages. And this text is written like it's from somebody, a scholar from Phnom Penh. I thought, oh my goodness, who am I going to get? But Pran helped us with it and he and someone else I forget who the other person was collaborated on doing the text in the proper way, which was caught at the last minute. I would have felt awful if we had ended up publishing it and people were offended in the Cambodian community. But there are distinct differences between the three groups. And for some reason, I think from some weird spiritual level, I just communicated more and I was more relaxed with them. But the bonds were strong in all three. That's how we get started and we will be going from there. I lost my train of thought. Higgins: [00:10:25] Well, the other thing I shouldn't forget to add is that we did have, we had hired a humanities scholar to work with us because we were being funded both from the International Institute and from the Mass Foundation of the Humanities. And one of the 2 �stipulations is that you have to have a humanities scholar working on your project. And we had Hai Pho from UMass Lowell at the time, but he's Vietnamese, so there were some people that were a little bit worried about the Vietnamese perspective. If he wrote it from a Vietnamese perspective, it would be problematic for the Lao and the Cambodian. Khoeun: [00:11:03] Yeah, a lot of tension. Higgins: [00:11:04] Which was interesting to learn all that because right in the very beginning, I wasn't aware of the level of tension until people in all three communities started to tell me about their particular history and how it related to the other countries. It was a real sort of going back to school type thing, but not learning about American politics, learning about Southeast Asian politics. But politics is politics. Unfortunately, it's the same everywhere. There's always infighting and people power grabbing and stuff like that. But the common folks are the ones that end up getting hurt, so we tried to get most of our perspective from people that weren't in politics. Fortunately for us, Hai Pho was a very honorable person who tried to see things from each perspective. Because he wrote about it, because he was writing from the original incursion of French colonialism for us coming into Vietnam and then Kampuchea, Cambodia, I think for us, and then Vietnam. But the Americans coming into Vietnam and the consequences of that. Then he gave his perspective and I was clear to tell everyone, this is his perspective from a scholar’s perspective of what the consequences were of the Vietnam War and how it affected Cambodia and how it affected Laos. We had a map showing all the different routes coming in for us of soldiers and then refugees fleeing out. He helped with doing all that. I think we found an area where even though he was Vietnamese, he could speak to the origins of the problem and the consequences without getting into the politics of Southeast Asia. His wife Lan Pho was also a professor at UMass Lowell. I've known that whole family since that book. Because we photographed his mother or her mother. At the time, she was about 90 years old and traditional. Total traditional Vietnamese outfit. It's part of the Vietnamese section. And also they introduced us to a lot of people in the Vietnamese community, both in Lawrence and Lowell. Yeah, it was it was a cool connection there. [Editor’s Note: On April 15, 1975, Lan and Hai Pho and their baby boy caught the last commercial flight out of Saigon before the South Vietnamese capital fell to North Vietnamese forces. The Phos were U.S.-educated and had U.S. residency, which allowed them to return here. The Phos brought family members to the U.S., welcomed other Southeast Asian refugees and cofounded the Indochinese Refugees Foundation, which scaled up its services when the U.S. government settled about 100 families from Cambodia and Laos in the Greater Lowell and Lawrence area.] Khoun: [00:13:53] The next question has to do with the 1987 lawsuit. How did you learn about parents in Lowell advocating for their children's education and the school committee's opposition to this effort? And did you become involved in this effort in any way? And did you document this time-period with your camera? Higgins: [00:14:18] Well, I had the time-period documented from the perspective of the Southeast Asian project of the first book. I had to go back to the politics thing. I always stayed 3 �away from politics of all kinds, but especially some of the politics was going on at that time. But I heard a lot from the families themselves. Anything you hear from the politicians is always slanted one way or another. You have to talk about people that are getting affected by policies. And those were the people that were always working on the book project. And in all three communities, but especially the Cambodian community, because it was interesting. I think the level of trauma was the highest among the Cambodian people. I mean, from the parents, mainly from the parents, kids adapted quickly. But the parents that came in I think about the parents from Laos and the parents from Vietnam, the trauma and the parents from Cambodia was the worst because of Khmer Rouge, and they were the ones that went through that. Their acclimation time took a lot longer than the Vietnamese or the Lao. I think because of that, and they suffered a lot in the sense that they got a disconnect between their kids as far as what was going on in school because they were just trying to survive. Higgins: [00:15:45] Everyone was working 12, 14 hours a day. And, the kids were mostly, the oldest, older kids were taking care of the younger kids. Parents were working just in survival mode. And a lot of the folks, the older ones didn't pick up the language quickly or not at all. To this day, because my crew, Monica, her mom speaks hardly any English. Linda Uch, same thing. Her mom knew hardly any English. Even though I get along with both of them, great. We have other ways of communicating. But the thing is the parents’ trauma. It just was too much. But the kids adjusted quickly. That created a divide in the Cambodian community. And the information that came in was slanted again by if the kids were even in school. A lot of the kids were dropped off at school and then as soon as the parents left, they would go out the back door of the school and then go down to Clemente Park and hang out with the gang or whatever and the parents didn't know it. And then I started finding out by this one kid. Shannon told me he felt so bad because his parents came to the graduation thinking he was going to be there, and he hadn't been in high school for three years. Higgins: [00:17:02] He'd been dropped off every day, but he was going out the back door to school and never attending school. Once he saw the effect that it had on his family, I think he became a youth counselor and started talking to the youth. You've got to be more responsible because this is devastating to our parents. But so much of it was that they were able to get away with it because the kids were the interpreters for what was going on at school, because they knew the English at school, and they would come home with their news and tell their parents. But the parents couldn't do it the other way around. Go to school and talk to the teachers because the teachers didn't understand them. They were depending on their kids for what was going on in the schools and depending on that particular child and believe me, not all the kids were running out of the back door at school, but a sizable amount of them were because mainly the whole parental system sort of broke down because of the need to survive here. And the parents were in the dark; it was that type of situation. Khoeun: [00:18:09] With the language barrier. Higgins: [00:18:11] The language barrier. When it came time to go to student-teacher stuff at the school, I witnessed firsthand. I got three generations starting from the 1980s and stayed friends with those families all these years. I knew the stories from the kids. Even as they got older, they 4 �started telling more of the stories about this whole thing about depending upon what situation you were in school, whether you were hanging out with a rough crowd or if you were just a serious student and the parents would get a certain type of story. If you were successful in school, then the parents would find out about this stuff. But if you weren't, you were still told. They still told their parents they would do fine, but they weren't even going to school. But when I did go to one of those meetings, one of the kids asked me to go. She was getting close to graduation, and she wanted me to go as her parent. I said, I don't look like your parent. That's going to be so obvious. I'm not your parent but the situation was that she was just embarrassed not to have anybody from her family there. Her father had left. Actually, they got another family somewhere else. There was a bad situation, and her mom was just embarrassed to go because she couldn't speak to any of the teachers. She wouldn't go. I ended up going as a stand-in. But it was sad that the parents couldn't be there. To make a long story short, the parents didn't know what was going on. As far as the overall politics goes and all that stuff, they were just not prepared for any of that stuff. I could see that the representation among the parents, coming out and fighting against some of the bigots in the local schools was just not going to happen because they weren't even showing up for the studentteacher meetings; they made it difficult. Higgins: [00:20:25] It was different in the Vietnamese community; it wasn't that severe level of trauma in the Vietnamese community. A lot of them were able to transition to the school system a lot faster, and a lot of them sent their kids to Catholic schools. Once they came, my parents found out about the Vietnamese kids going to the Catholic school. They get them out of the whole gang culture and stuff like that. Then they started sending their kids to Catholic schools like Saint Patrick's and Linda, her dad was determined to take her out of high school because he was so worried. I mean, it wasn't like the parents didn't care once they started to find out what was going on. But they handled it within the family. That was the thing, and they didn't go interface with the teachers and or with other city councils and stuff like that. Now it's different. Now it's totally different. Khoun: [00:21:28] A lot of distrust with authority. Higgins: [00:21:32] And there were some bigoted people in the community, the worst people. Khoun: [00:21:37] What was it like to see the bigoted people talking? Higgins: [00:21:41] That was embarrassing. I'm not from Lowell originally, but I came from a town like Lowell, a working-class town. My family is Irish. We were discriminated against when we came here. Like, mainly my parents and grandparents, always the last one to get a job. The Irish need not apply signs in the store windows and stuff like that. But what was most embarrassing about it is the light bulb mentality that all these groups get, like the Irish and the Greeks, because of what is his name? That guy with “speak English”? Hilarious. He should have known better. Just like the Irish should have known better. [Editor’s note: He is referring to George Kouloheras, chair of the Lowell School Committee in the 1980s and 1990s and a leader of the city’s ‘English only’ movement.] But they developed this light bulb mentality where they came to this country they were prejudiced against overseas and stuff like that. And you think that they would be more sensitive 5 �to people being discriminated against here, right? But as soon as they made it in, as soon as the Irish established themselves, as soon as the Greeks established themselves, they just think we're in a lifeboat now. We don't care about you people swimming, trying to get in the boat. In fact, we don't want you in the boat because it's too crowded already. It is that type of mentality that's so hypocritical because I think about it, and I talked to a few in the community about this that I know in the Irish community and Greek community. And in fact, my father-in-law was a part of them. He was Greek, but incredibly bigoted. Marriage only lasted two years and we fought all the time because I tried to just look at it from a viewpoint of human beings. We're all human beings, but we set up these artificial barriers based on nationality and based on religion, but they're just ways to separate us. In the end, we're just all still human beings. Unless we do something about it, we'll never survive as a species. But he didn't want to hear that. Once you go down that road, they say “We've got our culture and our customs.” And I go, that's great. It's wonderful to have cultures and customs, but when you use them as a hammer against somebody else, it's different; then, it's bad. You have to know when it's good and when it's bad. And so we're fighting all the time over that. But it was an embarrassment to me, especially in the Irish. Not so much in Lowell but in South Boston when they fought against busing. That was a complex issue because even though the Black community didn't want to be bused into a white school, but the overall thing about that was to get rid of this thing of schools being segregated, and that's a good thing. But the way they went about in Boston and to some degree, the way they went about it in Lowell, was a little flawed. You can't force people into those situations. You've got to go in and talk to the communities and have like basically town hall meetings where all the groups are invited in to get to know each other as humans first, and before I think that's always the way because it's always a lot harder to be evil against somebody. If you've had dinner with them and you've shared a glass of beer or wine or whatever, but if you skip that step, then it's so much easier to demonize them. That's exactly what we did when we went to Vietnam. Our soldiers were trained to demonize the Vietnamese as all of them being Vietcong as they term ‘gooks’. Right? That way it enabled the soldiers to see them as less human, less human. In that way, they would pull the trigger easier because you don't want your soldiers to have humanity because if you do, nobody would be killing each other. It's like they'd have to go home and do something else, or maybe be friends, but it's just the way it is. Higgins: [00:25:38] I was embarrassed. I was embarrassed by their reaction to it, but I have to say, they did a lot. There were a lot of good people. I don't want to demonize everybody in the Greek community and in the Irish community because the French, the same thing with them. But all of them. There are good people in all those communities, too. Eventually, those voices started to be heard that sort of countered the bigots in the community like George Kouloheras. There are other people, other Greeks in the community that spoke against George Kouloheras and the same thing in the Irish community. Whoever gets the soapbox first is usually the one that sets the agenda. And that's all you hear about. We always hear about Kouloheras and other people think, oh yeah, there must be some truth in what he's saying. But, if they stop and listen to it, they can figure they know immediately it's totally bigoted, especially the Irish because that's the way they were treated when they came here. 6 �Khoun: [00:26:36] Where are you? Where are you part of how closely did you end up with the lawsuit? Like where did you end up working with the families or anything like that? Higgins: [00:26:47] I was strictly in the area of all the people that I worked with on a Southeast Asian project and not just the first book, but we did another book, a follow-up ten years later that was all on a more personal level, and I it was weird. I just have a disconnect with politicians. Not all, you've got Vanna Howard (MA state representative) who's wonderful. She is a non-politician politician. But then you have so many others, even in the Cambodian community that, I won't mention any, I don't want to mention the name in particular, but one of them was a student in my class because I taught a class on film and all the students were Cambodian and Vietnamese because it was a film-making project about them and their voice. They brought me in because of my work in the community to teach them the tools of filmmaking and then let them tell their story. But one of the students in that class later became a politician in the community. And we have major disagreements. Higgins: [00:28:02] You know mixing, not looking at people again as human beings and repeating the same mistakes that the Irish did and the Greeks did, and others who don't look back and they don't even want to walk in the other person's shoes to try to understand their point of view. It's like to me a disease that affects every cultural group, politics, and, that thing about once you get a certain amount of power, you don't want to let go of it no matter what. And look at Joe Biden. Joe Biden is a good human being, a decent guy, but he is totally screwing himself on this. And the way people are going to see him from this point on, because he should have done the honorable thing and just agreed to one term just so we wouldn't have Trump in office and then let the younger people come up, somebody within the Democratic Party, there's got to be other people out there that have a strong voice, give them a chance. Instead, he is determined. He's like a fighter who's been in the ring too long, like Tom Brady had a good sense of knowing when he should quit football. LeBron, he's approaching the same thing. He's approaching 40 years old. But he's aware that he's going to be retiring soon. But what's the deal with Biden? He's like 80 years old and he doesn't want to retire. I mean, it's not the worst thing in the world to retire. People still come to you for advice and stuff like that. He's doing a disservice. And if it turns out that Trump wins because of that, I think his legacy and Biden's legacy is screwed. Don't get me going. It's like I get upset when I get into that topic. Khoun: [00:29:30. Our next question will have to do with Vandy. Do you remember Vandy’s death? And then if so, how did it affect you personally? Higgins: [00:29:55] I do remember his death. And I remember I wasn't surprised by it. I was in the second stage of the second book. The second book, I worked as a mentor in Tiny Rascal Gang. A lot of the kids who are on the cover of the first book that Joanie and I did were in the Tiny Rascal Gang when we started to try to find them ten years later, because we wanted to do a follow-up on those kids who are on the cover of that first book to see what happened with them. Where did their lives go? That's when I found out that 3 or 4 of them that were on the cover were in the Tiny Rascal Gang. I tried to find out where they hung out. Like good luck would have it, 7 �because I love playing basketball, they played basketball down at Clemente Park. Well, it was Palin Park or now it's Palin Park, was Clemente Park at that time. For me, it gave me an entree. Higgins: [00:31:03] But the first time I walked down there, I was the only white guy down there. It was all at that time, it was both Cambodian and Latino. When I went down there, they thought I was an undercover cop. But then a couple of kids recognized me and once they recognized me then I was in because I could be trusted because one of the kids was like the top person in the gang, vouched for me. But then I got the reversal from the cops who thought, who is that guy down there? First, I'm an undercover cop and then I'm a drug dealer because they thought I was selling drugs to the gang, right? And unfortunately, I had made pictures for them. It was a group shot we took of all the gang members, and plainclothes cops were down there that day, and I was talking with one of my friends, a girlfriend of one of the guys in the crew and she wanted to see the pictures. She was all excited and I took them out. And I should have never done that because out of nowhere, this unmarked car pulled up. They jumped out, they grabbed the pictures out of her hands, and it was a record of the whole gang. It was awful. It was this weird sort of moment. I didn't know we were being surveilled. And then bang out of nowhere. That was a really uncomfortable situation. Later I was mentoring within that group. In the first book there was mainly the parents that were talking to me about a lot of the situations. And I did hear about that, and I was seeing the beginnings of that, like the tension between the white community and the teenagers and the Southeast Asian community, mainly over on Bridge Street. That's where there was just like there was just so much prejudice in the white youth community over there. And they looked at all the Southeast Asians. They used that term ‘gooks’ to describe them as Vietcong because you guys got to get caught up on your politics. I mean, this is not politics. They're not even from the same country. Higgins: [00:33:30] You've got three distinct groups of people. But the problem is when people don't take their time to know about history. And I'm not I'm not trying to slam on them too heavily, because a lot of those kids from Back Central and that neighborhood over there, they had a rough experience, too. Nothing equated to the Southeast Asian community, but they didn't come from the best of families. A lot of those kids were hanging out in the street and getting away with all kinds of crap and not paying attention in school and not even going to school. So how are they going to know about the complexity of Southeast Asian history? You have to keep that in mind, too. You have to think of all the extenuating circumstances of why people are coming from this place of prejudice. A lot of those white kids were coming from that place. They had no clue on what was the difference between a Cambodian and a Vietnamese and a Vietnamese and a Lao. It didn't surprise me at all when I heard it. Higgins: [00:34:26] It was sad and awful, but it was just a matter of time before that was going to happen. And then shortly before, well, not shortly, but before that when I was involved with Annie Vong. She had the Humanities store for a long time. Her dad was killed by two white guys down outside Boston. (Editor’s note: Cambodian Bun Vong, 35, was pulled from a car in Medford, by two white men and beaten on August 4, 1985. He died a few days later.) They got into a fight out of some traffic incident, and they beat him up and killed him. That was Annie's dad. I was working on the first book when that happened in 1985. It was the oddest experience going to that funeral. I didn't even know Annie personally at that time. I got to know 8 �her later because when she found out that I was a photographer that day, it is then we became close friends. But she was only about four years old when that happened. I had to go to the funeral, and it was a flashpoint. Higgins: [00:35:38] What happened with Annie's father became a big issue. The whole Boston area, Governor Michael Dukakis came to the funeral. Every politician came out of the woodwork saying, “We don't tolerate racism.” I don't know how many of them were also saying, “You should be speaking English in school,” but they're all saying what they should be saying that day. They converged on Annie's mom when she came out of the funeral home. It was just overwhelming, from all sides, all these news people from the different channels in Boston. So that was the experience. They were at that funeral. I was close to that issue. Then later getting to know Annie, and her experience with her eyes, when that happened, it's sort of how you get involved. Seeing that on the state level was a pretty heavy-duty thing to see. It wasn't just in Lowell. It was everywhere. The pressure on Lowell was incredibly intense because all of a sudden, they went to a situation where they had a school crisis on their hands, where to put all these students. And, given all those dynamics that were going on, the violence, the school situation, I think in the end, they basically, there were a lot of faults, but I think there were a lot of people going to bat for the Southeast Asian community. And I think eventually those people started to win out over time. So yeah, it was it was good and bad. Khoun: [00:38:51] We're interested in learning how residents reacted to Vandy’s death as the issue of school desegregation and neighborhood schools heated up. What do you recall about this or any other episodes of anti-Asian violence in the city? Everybody talked about Bun Vong. He was related to Lowell in some way, but he happened outside the city. Do you remember any other incidents? Higgins: [00:39:40] No, and it's not because I had my eyes closed because I definitely would have heard about it, but there weren't many. There was a normal amount of stuff that goes on with teenagers no matter what. If you're the other, even if you're French, German, Irish, Greek or whatever, if you're a newcomer coming into a school, there's always a certain level of tension and violence. What goes beyond that is yelling racial epithets at people and stuff like that and take it to the next step. I didn't hear about a lot of incidences beyond these two that we just talked about. Khoun: [00:40:19] Do you recall how the city officially responded to Vandy Phrong’s death? Higgins: [00:40:26] I think there are a lot of people with a conscience in law, and there are people like we talked about the light bulb mentality and stuff like that, but there were a lot of people that were grateful to be in a lifeboat and didn't forget about where they came from, and those people ended up stepping out, meaning that they are there in a lifeboat now. They're okay. But we were there once, and we got to give these other people a hand and let them come into lifeboat two, as opposed to kicking them out of the boat, and I think that there were a lot of, just as many of those people as there were the other, in fact, probably more so. Eventually their voices started to speak up and try to help out in the community. The International Institute. The people that sponsored us on the second book were wonderful. They 9 �set up, when things got overwhelmed in the school system, their own classrooms. But they didn't say you had to speak English. It was mainly Lao and Cambodians who took advantage of the stuff at the International Institute, not so much Vietnamese, but the Vietnamese were a smaller population, too. They're only roughly 5,000. Lao was maybe seven or 8 or 9,000, but Cambodian was closer to 20,000. And so obviously the resources went more to the Cambodian community because of that. But the resources were there for all three if they wanted it and the International Institute was a great place that helped out a lot. A lot of people respected what they were doing and were supportive. I have another shot in there (photograph) of the first woman to graduate from college in the Cambodian community. This was in 1986. Everybody came to her graduation, and it was a big news event and people wanted to trumpet this success. They wanted to say that there is some light at the end of the tunnel type of thing. Higgins: [00:42:35] And thank God if it wasn't that way, I would want to live somewhere else. Khoun: [00:42:42] Last question. Why, in your opinion, do you think parents took the dramatic step of moving forward with a lawsuit against the school committee and by extension, the city of Lowell? Higgins: [00:43:00] I can't answer simply because I don't know the particular parents that went forward with that. But I did have a question for you about that. Are you talking about the parents in the community? Are you talking about other parents? Khoun: [00:43:13] So far, we've gotten information about the Latino community and the Cambodian community. But it looks like the Latino community was the community leading the charge on the lawsuit. Higgins: [00:43:36] Would be hard to get back there because back then there was a huge disconnect and most of the parents couldn't speak English. They were having that problem with their kids picking up the language very quickly but depending on the kids as translators. Things got lost in translation. They would have been ill-equipped to go in and confront teachers and city councils and stuff like that. And it was the dynamic of what we talked about with the trauma. There were a lot of reasons why that was; it wasn't because they were lazy or they didn't care. They cared a lot, and they worked twice as hard. But the thing is, there were those other dynamics that I couldn't see them going into those situations and advocating because they didn't have the tools, like they do today. It's a totally different landscape today. And I think also within the Vietnamese community, in the Vietnamese community in Vietnam, the French were very instrumental in the educational system. The dynamic was different between the two. I mean, there were a lot of people that gravitated towards Saigon at the time and got their education and stuff like that. Higgins: [00:45:00] Once Lon Nol came to power in Cambodia, everyone talks about the golden age of the 1960s and Cambodian rock and roll and stuff like that. It was a beautiful time in Cambodia, but quickly it devolved because of certain politicians. They knew they were in a position where they could influence things, and certain politicians took advantage of that. Unfortunately, a lot of people misplayed their hand. In the end, it turned out to be a disaster. 10 �Sihanouk went into exile. There was so much disarray that even before the Cambodian refugees at the time it was labeled as refugees came here. They had already gone through 4 or 5 years of trauma and the beginning of the breakdown of the government before that. A lot of them were agrarian. They were outside of Phnom Penh and they were dependent upon a strong network that would connect them to an educational system. And I just don't think it was there; that would be like a whole other area of study. But I always felt like the Cambodian community got the short end of the stick because they came here with these disadvantages. Obviously, of course, it's going to take them longer to get up to speed. The Vietnamese get up to speed relatively quickly, because I know a lot of people in the Vietnamese community and how quickly they get into the educational system that that route into, like, higher ed in a Cambodian community took a lot longer than it did in the in the Vietnamese community and allow was somewhere in between, but for good reasons. There were a lot of reasons why. And that brings us back to the other thing about why they could possibly be seen as not proactive, or who are the ones that were active. Probably very few for all those other reasons, which to me says a lot about how they were just determined to survive. That was their number one priority, keep the family alive and survive and then, take things from there. And now it's interesting. It's hard now because I think I'm mainly about Monica's mom and Linda's mom. It's weird because in their generation there's more even now, a sense of isolation, even though their kids are like Linda and Monica, great to their parents, they're there all the time. But I think all those years of having that disconnect had taken that toll too. It is a complex situation. Khoun: [00:48:03] We were learning he seems easy to forget. And even a lot of the elders in our community have no clue. He can tell me two other people that fell in the river around 1987, but he can't tell me about Vandy Phrong. Why do you think that Vandy has been so forgettable? Higgins: [00:48:32] It's a sad thing, but I think if you think about all that we've discussed right now where were the people's thoughts, right? I think it's hard. I've seen how close parents are with their kids. But also, I've seen the damage that post-traumatic stress has done and that trauma has done. I think that that mentality was for a lot of people, we've just got to move on. And in fact, because you talk about we talk about this one particular issue, but then you talk about the whole genocide and how the parents, it's so hard to get them to talk anything about that, and what struggles are within our own crew, because a lot of our work is based on the experience of the parents, of the people in our crew. In fact, in a social club, they're basically playing their parents; Monica is playing her mum and dad in 1995, but in a different reality. And so this recent film is that, what if there was a different reality and my parents at the time said, we don't want to be defined by the genocide anymore. We want to be seen as just like everyone else, searching out a wonderful future and experimenting with different things and not always looked down on as “just people of trauma.” That's why we came up with the idea for the Survivor Club. We pretend that Monica's parents went out to Arizona and opened up a little roadhouse and stuff like that. They start to get in touch with the whole thing with the migrants coming up from Mexico. We delve into that issue about how even the Cambodians aren't immune from that type of prejudice against people that aren't in the boat yet. Because in the Sahara Club, Tim's character, he thinks that Monica is way too lenient on the migrants, letting them hang out at the club and stuff like that, and saying, everyone's starting to talk about us in town. Even the mayor. The feel good mayor doesn't want to talk anymore. He's worried about the repercussions to him and the business and that type of thing. We addressed that issue about, well, we’re all susceptible to that. 11 �But the overriding thing is our club is the willingness to reinvent themselves. And there were some people in my community at that time, but most of them didn't have the tools to do it. Then we go back to your questions about back in the 1980s, that even fewer tools at that time, we're talking about the parents and to deal with any of those issues and the fact that forgetting about it was just another means of survival. Khoun: [00:51:15] So do you think it will be I don't know about timely, but a good time to bring back Vandy’s story. Higgins: [00:51:32] The thing is, it could be anybody's story. That story. The thing is, I think as far as human life goes, every story is important. Every incident that happens is important. I would say yes, of course, but how much it's going to resonate within the community, I don't know, for all the things we just talked about. That's one of the things about trauma and for better or worse, it shapes you in ways that are both good and bad. I don't know what the reaction is going to be to that. The other thing and this is it's mainly the sad state of our society right now. There are many other issues that are verging on catastrophic, like climate change and the fact that Trump gets back in office and forms a dictatorship and all this other stuff that people are feeling under siege. It is hard. And because I had a discussion with this one guy about empathy and he literally yelled at me and said, empathy. He goes, how can I even think about empathy when politicians are blah, blah, blah, blah and stuff like that? Well, doesn't it all start with empathy? If you want to make any change, we change to something better than what we have now. I don't know. I think empathy in some ways is in short supply. And I think it's going to reflect on this particular story too. In some way, I don't know. There are always good people out there and we should never forget any incident, including this. But there are other people who are just sort of overwhelmed, and they probably don't even want the memory to come back. And there's not a lot of people that will tell you that. But I think that's just the reality of the situation. 12 � https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/cf03be16df09720831f954089b6686f5.m4a?Expires=1776902400&Signature=fJlqU73uXoYg7681vcSLizqE8%7ELnBtTNARXiwc5JW9JNHLM7HgmGY9Mqut9jdLfNzOrZRM0IKQIFMbTQzN3cqEq2Su9obupIav4hg7HPWaBiUT-RYecRHfgbFHh6trIXLSI4VQxA3ZYgQ%7ECPKeBDtmqHqI5K5KsQffRJW-pEc78%7EjUOM2i8QJwIA3Hl1gTtRcyIgjGuOl21sUM6PqQvf1KMVXJyhfmnhqddYAra5WioNGE9wGOKAWxUPQZM2h2jrKRJywYPylXcbGVzsXign0guptA9LPAn0700EehSs05KBmP%7EeXyVRBvHd4sfAR9vEJa9nTvlHxJ7GywUwyX7Pzg__&Key-Pair-Id=K6UGZS9ZTDSZM c9a7e62f0ca337c78b4fc93b9ffdc699 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 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. 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 Interview with Jim Higgins Date A point or period of time associated with an event in the lifecycle of the resource 2024-07-12 Creator An entity primarily responsible for making the resource Khoeun, Chandaranee Khoun, Chrisna Subject The topic of the resource Southeast Asians Refugees Racism against Asians Contributor An entity responsible for making contributions to the resource Higgins, Jim 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). 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 Oral History 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/62abf5ce95cecb57f1433e253b2bd1c4.pdf?Expires=1776902400&Signature=iq8XZmHrvKJAxbX58yR6vZ1xLdEmrFpnG6ywTB0w2vbF4rbcT-hNvOPdq7YIQLXNW6gUw-wxdDg5wbXzb7q0hXcpC6mZs2e4jcKJEoafZDAliZXUQSONpBZutCPM1O9y9RMkXqcergroD-WmG-KQOqkQd6nUtCyDpeZO44f2gvtE9Mf4KqqO9nOdPbCMMa%7EEfyY2%7En3Y6xQSC4iOqPJA8ruCdBWf1MAZoENBSzUQn6kyjcsjw1MCqjgPOPWM5h%7ENtQk5XLggsEJqqO5PCXFTFCvhN3AUy80ZDoVg7Y%7Edr8XjVMDSZ3ITKx1zrC1-eBeCM4%7EBsdSzD%7EWjNCMM%7EYRI1w__&Key-Pair-Id=K6UGZS9ZTDSZM d56b1c2f3ddeda09b1377cf81ab92e3e PDF Text Text Charles Gargiulo Interview Interviewers: Robert Forrant and Chandaranee Khoeun June 27, 2024 Forrant: [00:00:12] This started to be, and it still is in many respects, an investigation into the death of the young Cambodian boy in the canal in the Pawtucket Canal, and that was associated with school stuff and everything that was happening. This has proceeded from there to become a bit bigger of a story than we had initially intended, which is fine. Now we're trying to understand better the larger issue involved because the organization is funding the research. We're interested in anti-Asian violence in Massachusetts during this time period and how that played out in Lowell and, again, obviously, the death of Andy, but how this all fits with the schools, with Kouloheras, with the school committee, with everything that was going on in the city. I know you were integrally involved in that from the perspective of CBA and the community. And when we got the court documents, which we got a couple or three weeks ago, in those, as we were looking at them, your name is all over with letters. Forrant: [00:01:41] We found all of that. And then I said we need to see if you'll talk with us about how you became involved. The first question is in terms of the schools and CBA, what was going on in the city? What drew you to become involved in the school desegregation lawsuit? Gargiulo: [00:02:16] Well, I think it's because, I think I sent you before even CBA became a thing, I had been involved with a couple of levels after I got out of the Army in 1970 and 1976 and went to UMass Lowell. And as a student the last couple of years graduated in 1978, when I was a student there, I was trying to find out what had happened to Little Canada and all of that stuff, trying to get the answers to have after being displaced from there and that's when I started to become aware of all of the, plus my own readings, just the way the world works and all, systemic issues and about class and race and even when I was in the Army, I had had some encounters around issues of racism, and I had become actually involved voluntarily worked to be at the end, to try to become part of race relations equal opportunity section with 10th Special Forces Group, which I was stationed with. I was working with the sergeant who was a mentor of mine, Robert Williams, who an African American guy, basically, who had found out that this is a long way to just try and give you some history of how I got into it all, but a lot of black soldiers at the time were, were giving to this United Way kind of thing. Gargiulo: [00:03:52] The Army had called a combined federal campaign equivalent to the United Way. And there were a lot of soldiers at the time. People were coming away with sickle cell anemia, which primarily affects African Americans. Some others, too, but mostly African Americans. A lot of people contributing black soldiers were contributing to sickle cell anemia. They put on a form that had other the list, a bunch of different things that could contribute to and check off. And then you could write in something. When people wrote it in that they didn't actually give it to that charity, they took the money and distributed it to everything else. We found that out. I got angry about it. And with Woodside and Williams we took on Fort Devon's about the issue, saying this is just 1 �wrong. And, ultimately, we were able to finally get them to not only, we've organized some other soldiers to put things kind of a little jeopardized and do when you're in the Army, but we did it anyway and it actually worked out in the end. Gargiulo: [00:05:01] And I ended up getting a commendation medal as a result of it because we got which was garbage, because it was, I think their way of covering the fact that they weren't doing it in the first place but make it go away. Right. But now it was in all competitive confines from the future. They could check it off and it was there. Not only that, we instituted a whole bunch of on-base sickle cell testing for families and soldiers that were in there. Anyway, the whole story is that from there, I learned a lot from Sergeant Williams on the issues of racism. I knew class, but I never understood the impact that goes way beyond what I heard as we became friends and learned the issues. When I came back, while I was going to school and everything, I still lived in public housing, but from the time I went in the Army and by the time I came out of the Army, all the white flight had taken place. This was before the Southeast Asian community came in. Gargiulo: [00:05:57] This was mainly Latino, the Puerto Rican community was primarily Puerto Rican initially, not Dominican, Colombian, little Colombian, but predominantly Puerto Rican. That was the sort of housing project that I had left, which was almost all poor white was now at least probably 60% people of color and I lived there, and it was just my neighborhood now, and it was right across the canal. It was the Triangle. And that was almost probably 80% now Puerto Rican and that's why it was targeted. But at this time, that's my friends, that's my neighbors, that's, so it wasn't an issue to me, like my old friends, suddenly finding out they're all racist about Puerto Ricans? Even my friends, I mean, there's no they're no different than you are, but we just became friends, and it wasn't a big deal. It became clear that community is being targeted precisely because of who they were. And that struck a chord with me. Forrant: [00:07:05] When you say targeted, what do you mean? Gargiulo: [00:07:07] Because it targeted by the urban national park coming in weighing and Lowell's economic revitalization in the late 1970s, early 1980s. Forrant: [00:07:16] Targeted in the sense of trying to move them. Gargiulo: [00:07:18] Move them out, forcibly displace them, because now the Acre triangle was right next to downtown, which, it had been like Lowell was a depressed city for all that time. Nobody cared? All of a sudden, that land was valuable because of where it was situated. And, another thing they wanted to they wouldn't say it, but it was obvious that witht all of the planned tourism that they were trying to bring into downtown because of the urban national park, nobody would say it. But what was going on was that they were afraid that all these tourists would come in and see people of color and not want to come into the city. They tried to clear the Puerto Ricans out of that side. On the other side of the city, they had an African American, one of the only ones left, a small one in the city, mainly living in Bishop Markhem housing project. If you look at it concentrically, around downtown was people of color. 2 �Forrant: [00:08:16] Where that central plaza is right off Gorham. Gargiulo: [00:08:19] The big housing, yellow projects. There used to be a family housing project. They converted old projects, threw all of those families out. Forrant: [00:08:27] Any way you're driving in, you're not driving in through a neighborhood of color. Right? The same way with Hale Howard. Gargiulo: [00:08:32] Right. Exactly. Which was the same piece. And it became clear, fortunately, because now I was getting an education and I understood how these things work. I did the Paul Revere thing and go and tell everybody developers are coming, and they're coming for you. They came for me, and my family and we were marginalized as French Canadians. That's a totally different thing. It wasn't race, but it was marginalized. Still, even when the French community was looked down upon because we were the inner city French Canadians, were not right out the window. Gargiulo: [00:09:16] All of a sudden, through that class kind of connection, I felt more in common with my Puerto Rican neighbors in some ways than some of the people who had now moved on and looked down on what was going on here. That's what organized CBA. But, at the same time, I'm a parent, I have two children now, and they just started school. Forrant: [00:09:45] That’s the connection. Gargiulo: [00:09:46] This is the connection. That's how I get started. Independent of all of that stuff that I'm organizing around, don't let me forget the arson fires, but around the arson fires that were really organizing around, I'm also on a separate track, becoming a parent involved in my kids’ school. And that was the Green school, which doesn't exist anymore, but it's the one next to the Smith Baker Center, the brick building there. That was a little elementary school from kindergarten, I think K through two or K through three. Gargiulo: [00:10:23] Then you went to the Bartlett School, which obviously still exists. Initially, I was a parent and got involved in the Green School because then when Charlie was older than Belinda, was three years older. Then he ended up moving to the Bartlett. I was a parent in both schools. I was fighting initially as a parent. It became I got involved with the Title One program. I don't know if you're familiar with that and other kids and things because these were the poorest schools in the city. I was, you're already dealing with just the class issues of the idea that because they were the poorer schools in the city, they weren't getting anywhere near the kind of resources that the schools in Belvedere and the other places were getting And that's where my first fights were, getting involved with what the hell is going on here? Why aren't we getting the resources that are necessary? I'm talking to the teachers, and I'm developing some rapport with some of the teachers and getting some of the inside story on things. Gargiulo: [00:11:39] I'm agitating on those levels. And while I'm doing that again now as I'm developing, I'm having friends who are my kids friends, Puerto Rican kids that are going to the same school. And I know their parents. And then all of a sudden, I'm 3 �realizing, as bad as it is for my kids, I'm seeing these kids in these bilingual programs and other things, just hearing the level of contempt coming from some teachers and within some, some people who probably don't think that they can talk to me that way because I'm a white guy. I'm thinking and you push back on it, but it's just the idea until in the early stages you're hearing this stuff and realizing, wow, this stuff is what's going on. Forrant: [00:12:40] If they're so casually talking to you about it, then what's happening? Gargiulo: [00:12:43] Before they realize who I am and what I stand for, they assume that I feel the same way. And they're kind of going on about, oh, well, how can you teach these kids this, that or whatever, and parents don't care. It's that you're hearing all this racist stuff going on. Nobody's going to be able to fool me anymore about where they really stand on some of these things. In addition, the kids, there were some of these bilingual classes and other things, kids were being one case were taught in Boiler Room, they were literally, they were isolated from everybody else. They had inadequate staffing and teaching. They were just warehoused.. Forrant: [00:13:27] We have some photographs from the court case of kids sitting in a hallway with a teacher sitting on the floor in a hallway with a teacher. Gargiulo: [00:13:37] And one was just a heated boiler room. Some of the teachers were trying their best, some of them, their aides, they would hire aides and other people, but they were just not giving any like whatever. And it was just a warehouse and get the hell out of way because they were forced to do it and it was very clear that the inequities were just outrageous. I started to make an issue of that because a lot of the parents were intimidated or didn't quite understand the system yet. I didn't want to wait till I organized everybody. My initial stage was just to advocate, just to somebody to just say, this is wrong and to take it on and then over time, as I think I tried to say in that little thing to where I knew that it would be a process. But I can't be the voice for this thing at some point. I will take it on and until we can then get this other track of trying to see if we can get parents organized and other things to the point where they can start to feel comfortable and able to take the system on itself. Forrant: [00:14:58] And that's where the lawsuit eventually in 1987 originates. Gargiulo: [00:15:01] Eventually, but not initially. Right. Forrant: [00:15:05] You don't know when you're what you're describing now. You don't know there's going to be a lawsuit. Essentially this is building toward that. Right? Gargiulo: [00:15:14] And what it did. And that's what I took advantage of that when I think was in 1983 or so, this whole model for educational excellence thing that almost kind of inadvertently kind of the stuff I was showing you gave me a way to kind of. Forrant: [00:15:28] Get ready to run. Gargiulo: [00:15:29] For something, make that voice a little stronger because at that point, I had already been we were doing the parallel track of saving the Triangle, and I 4 �kind of already become kind of a flashpoint in the city with CBA, heading CBA and everything but it also gave me a little bit of clout that I could kind of force my way on to one of these committees to be part of this thing. And that's when I realized, oh, my God, even this thing which is supposed to be a progressive alternative, I wouldn't say progressive, but a liberal alternative to trying to improve the schools A recognition that the schools aren't good and that we need to reform. But it was one of those reform movements, let's get better curriculum, do things of teacher training. But as you saw the stuff I sent you, even with the Department of Ed. has cited all of those outrageous for equity violations since the mid-1970s. I almost forgot before the model for educational Excellence, I was involved with the Lesley Teacher Project as a parent. There was a project, and I don't know if there's a way of getting that. There must be, maybe through Lesley College. There was a study in Lowell before the Lowell Model for Educational Excellence through the Lowell schools and the Lesley Teachers College. They did the whole thing to evaluate the schools. I was on that thing. Ultimately, when the final report came out, there was a pretty blistering account of the inequities in the school system; the violations, in writing, the institutional racism, and the whole school system was incredibly severe. Gargiulo: [00:17:24] Tsongas and the Lowell Model for Educational Excellence had all of that stuff. They knew they can't pretend ignorance. It wasn't like they didn't mean to do this. Maybe they weren't aware of how significant it was. That's garbage, because the Department of Ed had already cited them twice. And there was this law. It just meant that it was clear that they were making a political calculation, that if they wanted to get the things that they wanted. His main thing was getting the businesses involved into the school system, that if you wanted to do that, he was aware that racism was so deep that the populism of Kouloheras and those people around those issues were already so angry about the linguistic minority kids in the school system and blaming them for everything that's wrong with the school system, that he took the coward's way out and the people with him the reformers took the coward's way out and figured, well, let's not touch that one, because we already got enough that we're going to have to be taking them on a little bit about some of the patronage and some of the other kinds of things that professionalize the school system, that if we start bringing up the equity thing, we're going to get so much blowback, right? Forrant: [00:18:47] That and of course, there in in Lowell, Lowell is a city that's close to Boston, obviously, and the history of busing in Boston and the way that the city blew up, between South Boston and Roxbury and whatnot, I'm sure that's fresh in the minds of a lot of people here as well. We don't want another scene, right? We don't want that issue tailing after us, especially because Dukakis is getting ready to think about the president, and Tsongas is doing his political thing. Gargiulo: [00:19:26] Ironically, Tsongas was going to run for president before he got sick. Before he got sick, he was actually Dukakis picked up what he was going to run on and Paul was going to run on that, and he would. And that's where the early days of CBA, we were able to play that before he got sick because that's where he was vulnerable because we knew he was using Lowell as his thing. “The miracle.” 5 �Forrant: [00:19:54] He was going around talking about the miracle. Gargiulo: [00:19:56] That's why when we started to hit on the Acre and other kinds of things, we were going to destroy that story. We started to get into the national media to basically say, oh, yeah, you think Lowell is doing good? He had to kind of get the city to finally back off after you ignored our attempts to try to do that. Forrant: [00:20:14] You have two children in the schools? Through the acquaintances of parents, of your kid's friends and just what you know in the city and also obviously being an organizer at heart, you're poking around, you're looking, you're looking, and you're seeing what's going on. You were aware before then of this history from the early 1970s, people pushing the schools to be more cognizant of, bilingual classes and things like that? Gargiulo: [00:20:51] Well, around the same time, it was apparent because of a parent. I got involved with the Lesley College Teacher project and other things. My eyes and experience in the schools and working with other people who were confirmed, other people outside professionals, I'd say, and inside teachers and other people who understood or were upset about what was happening, too. They were doing the professional stuff, and I was being the agitator. This is building and bubbling, and the school committee is opposed. Forrant: [00:21:27] Parents keep organizing by 1987, by February, March, April 1987. It's coming to a head, right? We've been reading in the newspaper and we talked to the attorney for the parents a few weeks ago, and he talked about this big community meeting where there were about 100 parents there. Then they needed translation and Kouloharas started screaming at them and running out, wouldn't hold the meeting. Were you at that meeting? Gargiulo: [00:22:12] I wasn't at that meeting. I know it resulted from when the Englishonly thing came about, which, of course, Kouloheras, Stoklosa, and people like that were behind. I was always upset that they were intimidating people. One of the things that I don't know if the Meta guy knows this or not, but I wanted to turn the tide on him because we organized a big committee meeting at Smith Baker Center. Forrant: [00:22:59] Oh, this was when you were going to debate him, right? Gargiulo: [00:23:00.] I wanted to because I had a long history. I grew up in Acre, and I knew his son. There's another story around that. I knew who Kouloheras was and it was ironic because I'm kind of the white ethnic, tough kid from the Acre. They always prided themselves on being tough idiots from the Acre or whatever. He was intimidating. I don't know if you know his history. He even punched out a city councilor once, this guy, little guy, Robert Kennedy, of course, he picks who he's going to punch out, right. He intimidated a lot of people. He was very blustery, and the thing is that he knew he couldn't get away with that with me because I had enough of the street cred stuff with him, too. Basically, it was one of those things I was, okay, God damn, boy, you want to debate, let's debate. We had a big event at the Smith Baker Center. And in this time, we 6 �organized; okay, this is your thing, let's have a debate. He's always threatening people, wanting them to debate, wanting to do the bullying, these meetings and stuff. Usually people don't want to do it and get away. I just turned the table. Let's have all the community folks and everybody else. We all had a big event. He didn't show up. He was too cowardly because he didn't control that setting. Gargiulo: [00:24:47] And this time, people were going to turn on him, have people organized, and we were ready. I would be the front guy up there to have the debate. But obviously, I'm debating on behalf and everybody's kind of there to cheer the whole thing on. Why we did that was, again, to try to get that whole sense. And just as we did that Save our City Committee, and we ended up targeting Sean Sullivan and got him removed from the school committee and kept Regina Fatacanti and Marianne Sullivan from being kicked out of the school committee. Regina is still on the school committee. Forrant: [00:25:39] And you're talking about 40 years. Gargiulo: [00:25:41] Back then she got on primarily in the early days because we were trying to get people who would support the thing. And we knew that even if we got this court at the time, the court thing was going to happen, while the English-only thing was going on, it wouldn't have done any good if we had a majority of School Committee stayed in place, that would have done nothing but try to oppose it all the way. The irony is the English-only initiative benefited the community because we energized people to come out and vote. Making it clear to people, we're not going to win this, they're going to win that referendum. All right. And it was aimed at them, and it was aimed to intimidate people in the community, both Latinos and Southeast Asians. It was basically a white grievance kind of thing that said we're sticking it to you, even though it was unenforceable. But, obviously, it was filled with hate and bile. Gargiulo: [00:26:49] And we would go around people and organize people. These people that are telling you, telling you can't fight back against them, let's register to vote, get out there. These people happen to be on the School Committee, and we can target them, and they won't know because those people are not the white power structure of theirs. They didn't know if people were organizing in the communities of color because they had no connection in the communities of color. They knew this whole time that we had 1,000 people prepared to go bullet vote, to say, because they were educated and explained to people that we can't win English only but go out there and vote against it. But you know what's better than that? Because that's not going to mean anything. It's just a symbolic thing just to insult you. All right, they'll win that. We can't stop them from winning that. But that doesn't mean you're powerless. In fact, it gives you a great deal of power because you can make them pay the price. Because we knew we couldn't knock Kouloheras out. He's too high. But Stoklosa and Sean Sullivan, were always the ones. Well Sean the first time but they were, he was coming fourth or fifth or whatever. They were vulnerable. And Mary Ann and Connie were very vulnerable. They supported us on this issue. And we said if you all go and vote just for Regina and, Mary Ann Sullivan, you'll tip the scale . 7 �Gargiulo: [00:28:43] Make it very, very clear that this is the purpose. And explaining the idea that it's a majority that makes the decision. A lot of times people get behind a candidate, one person, and we're making a point that doesn't mean anything. If you lose every vote 6 to 1, what good is it, if you lose every city council vote 8 to 1, what good is it? But the key is can you develop a strategy where you can win control of the majority? We knew that that's what a majority tipped ironically, that's where the majority tipped. When a court decree did come in and everything and… Forrant: [00:29:21] And that was the deciding vote, right? Because there wasn't a vote 4 to 3 or something like that, to accept the consent decree. Gargiulo: [00:29:29] And if it hadn't been… Forrant: [00:29:30] It would have flipped the other. Gargiulo: [00:29:31] Way. It had been Sean Sullivan and Stoklosa on there. And they would have , they would have been a majority. Gargiulo: [00:29:36] And it's the people in the community that made that happen. This is quite a thing going on, which is great. We identified some parents and had them go to Meta. And that's when I said, okay, this is now. There were parents willing to do it. The CBA helped get some people to contact Meta and be part of the lawsuit. We still had a grassroots community organizing campaign at the same time. But what I think helped the lawsuit, too, was this equity committee thing that we did on the Lowell Model for Educational Excellence. We did that report that called out some of the inequities that were going on and the violations. And we sent a letter to (name), who was the superintendent at the time, and the school committee saying, you're in violation of the law. There's no excuse to say that you don't have the funding because the law says there's no excuse. You have to fix these things. And they could lose. Forrant: [00:30:47] Funding, right? If they didn't do it, they could lose funding. Gargiulo: [00:30:51] We did this by using this Lowell model for Educational Excellence, by getting that equity, by getting the whole thing forward, then at least made her an appearance. The city would never be able to pretend that they weren't notified or told about this stuff, but I don't know if or how they may have used that in the court thing, but it sure couldn't have hurt their cause because we even had the articles and everything else approved that, we were agitating and saying, you're violating the law. And, because they never fixed it, they filed suits through Meta. Then the city ultimately led to that. So, we weren't involved in any of that stuff that their job, the negotiations, what I came in with Meta. Forrant: [00:31:38] The plaintiffs in the lawsuit on one side, just so I'm clear, they're on one side trying to figure out a way that's either going to go to federal court or it's going to in some way get settled, but behind them in a way, is this larger community organizing going on that's publicizing, putting pressure on the city. Right? It's parallel tracks? 8 �Gargiulo: [00:32:02] Yes. And then also try to see if we can win that school committee over, if in fact, they did win something and make sure they did, because. Forrant: [00:32:09] Otherwise the court, it's almost moot, you can win and lose. Gargiulo: [00:32:14] And the other thing that then we also try to do and the parents were dealing with, that, what I tried to do through CBA, I think maybe you could see through the letter I sent you some stuff about that. We were agitating in the media. While doing that, our goal and I talked to one of the media people about this. I don't know if it was that lawyer or someone, they had more than one person who was working with them, but somebody I had talked to who kind of wanted to make sure we weren't messing anything up, but basically saying maybe what we can do at the same time is say some of the things allowed, and still put even more pressure to help strengthen your bargaining position. If you may have seen, I sent him some of the stuff where Eileen Diaz and I would, this the headmaster from Lowell High had died. Arthur O'Neill, I think it was, while the suit was still happening. We started to agitate publicly about, seriously thinking about, you make sure when you're doing your search, you're looking for a person of color or somebody in this position because your whole staff is white. That's where we started to agitate about that. When the superintendent position came up, we did the same thing. We started to push this whole issue, the idea that everything's all white. You got all these students coming in, you don't even care. Gargiulo: [00:33:49] We start agitating, saying, back when you could an affirmative action plan. You can't just be saying, oh, we're an equal opportunity thing and you need to actually start implementing measures, and we found other people that had done affirmative action plans in other places where you could develop a formula that would force the city into hopefully into agreeing if you were serious about it. Here's the way you can institute it and start to really do it. And also, which of course they didn't do, but we were agitating for that. Then when, obviously, they weren't able to make that happen in the settlement. I'm sure they pushed for it, but they, that's where they probably had to draw the line and what they couldn't do. We just at least wanted to put it on record. For future generations or other kinds of things that make it clear that I knew it wasn't their fault. That was as far as they could push. And we didn't want to jeopardize what they were winning. Right. To do something that was not winnable. But it still was up to us to give witness to it and to go on record, say that, yes, it's great, but this is still wrong. It's not going it doesn't go far enough because it was easy to predict. It's easy today because it was not one of the things to be enforced. They never did anything around the employment stuff. Forrant: [00:35:22] In the sequence of things, if I'm understanding starting back in the mid-1970s, people are pushing to desegregate the schools. There's an attempt at some amount of busing to move kids around, but neighborhood schools still pretty much are they are the dominant by the early 1980s mid 1980s, the population changes dramatically, and, the largest influxes of newcomers are living in very specific neighborhoods like the Acre or Back Central and they're overcrowding the schools in those neighborhoods. That's when people are in a boiler room or whatever it is for bilingual education, parents 9 �begin to organize themselves. They get ahold of Meta, start organizing themselves legally. This big meeting happens with Kouloheras walking out of the meeting, supposedly in the Lowell Sun or some account. The lawsuit gets filed and is pending when school starts in September of 1987. That's when Vandy gets killed. How does that work? We've talked about this. I've talked with a lot of people who know it happened, but they don't. It’s almost a phantom thing. It's hard to believe if it happened today it would be missing from the story. That's one of the things we're curious about regarding historical memory. But when that happened when this 14-year-old loses his life what’s the reaction? What do you recall as the reaction in the city? Kouloheras’s first remark is it's the parents fault. He's quoted in the Lowell Sun saying, if it wasn't for the parents agitating the way they were, this never would have happened. Right. When I read that, it was whoa. Gargiulo: [00:37:57] Well it's funny, not funny, but a bad way of saying it, but it's ironic or whatever. Is that the tragedy of Vandy? I mean when you're asking how it has affected. There's two ways. Clearly, you get that Kouloheras response. The sad thing is why it didn't particularly stand out all that dramatically, I think with especially maybe with my experience with people in the community and everything is because it was a death, but the violence wasn't started with Vandy. There was violence that was going on with people of color before the Southeast Asian community. What's ignored is the violence directed at the Latino community in this city. So that I was more familiar with. When Vandy happened, there was a guy a couple of years before that I forget, I don't know, but it was that was also killed. I don't remember his name. I think it was Bond or something who was murdered by people in the city, and and they denied it was a hate crime, but it certainly looked like one. But we're talking death. But a lot of people that are close to death, a lot of people are getting killed. Gargiulo: [00:39:39] Eight people died in a fire on Decatur Street. Latinos that were killed on Decatur Street. The guy gets railroaded, put in prison. Victor Rosario, who never committed the fire? Why was that allowed to happen? Because the racism was so intense against Puerto Ricans at the time in the city. The Lowell Sun used to have them as rats jumping off a ship. The Lowell Sun had editorials that would say things like these people, every everything they touch turns to garbage. They're literally saying the Hispanics are any place in the world, they tear up people living in these jungle towns in the Acre, blaming everybody in the Acre for what was happening. Really vicious, racist stuff. Why is that important? Because there are arson fires that were targeted to drive people out of the Acre Triangle. And in the Puerto Rican community, there were arson fires. We were convinced that they were 'development fires'. There were fires set to scare people out because we were organizing there. That's before CBA started. That's what I was organizing in the Acre, because it was right across the canal from where I live, and I had friends who were afraid of burning to death at night, because the abandoned building next to them and they have three kids and that's been set on fire three times already. 10 �Gargiulo: [00:41:07] And it's just, but for fortune, it didn't just connect with their building in the middle of the night. And so, everybody who could got the hell out of there. The message was scary if you. But everybody left there was too poor to move. And that was where they were. They had to live in fear of every goddamn night. They had an arson squad supposed to be a professional arson squad investigating. We used to have meetings and would complain with them saying, why aren't you doing anything? Clearly these fires are being set to drive people out. That's what happened in Hale Howard. Because after Little Canada in the early urban renewal projects, there was blowback finally, because all that stuff, the way they got around the blowback, if they wanted to do a new kind of remove you out, they couldn't just do it that easily. Now you had to form committees, or you had to at least pretend you were doing stuff. Kinds of things make it a little bit more difficult and shorter. There was relocation money and everything else like that before you could clear a neighborhood and what they developed in the early 1970s and the Hale Howard and the other kinds of displacement forced displacement projects is they would have these phony little committees. Gargiulo: [00:42:24] What they would do is start arson fires to scare people out. That way they could break up those committees from happening and make it difficult for people to organize. Because if people someone leaves are just if they can get out, they're getting out because they don't want to burn it down. And it's an intimidating kind of kind of way. Knowing that it happened in Hale Howard at a place the arson squad knew that too. And we were going to them, that this is what's going on here now, why aren't you investigating to find out who's setting these fires and instead, all they would do is say all their public announcements. And anytime you do an arrest, it was always going after some Puerto Rican youth. It's all the Puerto Ricans. You understand the Puerto Ricans are all setting these fires. They're doing it to get into public housing. These are abandoned buildings; they're not getting into public housing because it has to be your house that's burnt down to get on the list. We used to go to meetings and say to him you're making it sound it's a Puerto Rican DNA thing. Forrant: [00:44:23] To go back a second. If I understand that this death is just, and I don't want to sound cruel, I'm not. I don't want to say just, but in the bigger scheme of things, people in the city, it's just the normal course of events? Khoeun: [00:44:55] When we were talking to Mr. Yem, the vice mayor of the city, he kind of said a similar thing, actually he mentioned, it's one death compared to because they just all of them just moved out from the Khmer Rouge or they escaped the Khmer Rouge. One death compared to two million. They just came out of a genocide. It's how much can they do? I understand what you're saying with that because it seems like other people have that same sort of mentality. It's there's just so much violence happening that it's hard to pay attention and really focus on one. Gargiulo: [00:45:30] I think what I'm also trying to say is the idea is of course it was hard, but it was like, you mean you haven't paid attention to all the people being almost killed? All the hate crimes are being committed. Gargiulo: [00:45:49] Well, no, no, no, we were organizing. We were fighting against it. Yes, yes. And we were we were fighting to stop it. The problem is, is that people, the 11 �people who could have and would have and should have been trying to stop it, they didn't want to stop it because they were racist. I think they were just as insensitive to what happened to Vandy as they were just as insensitive to what people were being beaten up or when they were being threatened with arson fires. If you didn't care, then why would they care about Vandy now? We were upset about trying to get people. We were trying to, but the people who were upset about Vandy were already upset about the violence that was going on. We were continuing. It wasn't going to begin and end with one death. There were going to be more deaths if this stopped because everything was being that's the hostility was talking about. What allowed the arson fires to keep going on was nobody cared because it was Puerto Rican families. It was easy for people to listen to the arson squad when they would deny our claims. That was development fires, because it was easier for them to say it was Puerto Ricans doing it. And then everybody would kind of go, oh, of course. When that's what got Victor Rosario railroaded because he was the guy trying to actually save the people in the buildings when the fire happened. Gargiulo: [00:47:17] There's going to be a book by Dick Lehr. I don't know if you know Dick Lehr. He's going to be exposing that. He's actually doing a thing about the whole arson thing. And he's going to be focusing on that local story, too. But it's about how it turns out that that arson squad was totally incompetent, and they know what they're doing anyway. The science that they have was flawed and everything else. It was a space heater that killed those families. But Victor Rosario was put in prison for 15 years for a crime he never committed. It was easy because he came from Laconia. He was Puerto Rican. He had two other friends. So, they just made it sound like it was a drug transaction thing that went wrong. They destroyed a friend of mine, Ramon Nieves, who was really important with developing CBA because the city was so bad. They didn't even have translators at the time. They forced Ramon, who was a community person, to go in there and identify the dead children who were burned out because they didn't have anybody that could translate. She's not trained to do that kind of stuff, right? He got PTSD to death from that whole experience. And then what? I didn't know until Dick told me all these years later. Gargiulo: [00:48:27] And I always wondered what happened to poor Ramon, because he was one of the key leaders that was strong. And he just something was wrong with him after that is that they got him to do the translation when they were interrogating Victor and, and I guess he just became sick because and the way the story ended up is that he kept telling people that I think there's something wrong with the guy. And it turns out there was he was on dates. He was an alcoholic, and he had on dates, and they just kept them 2 or 3 days while he kept telling them, I think the guy says he's eating spiders and all kinds of other things. And they were telling him, are you a psychiatrist? Basically, they got him finally to sign a confession after doing that to him. And then later on, I guess at least what I've heard, Ramone did later on, apparently, was that when they retried Victor Rosario and everything, he did come and testify that he tried to tell people that he felt there was something wrong with the whole thing, and Dick was going to write this whole thing about Ramone because people were writing about him like, oh, he's some kind of snake. He was some kind of whatever, because he got the guard job at the House of Correction later on, because whatever. And that didn't sound like Ramone to me. 12 �Gargiulo: [00:49:48] I kept thinking, it kept bothering me. And I finally said, Dick, you know my feeling is that knowing Ramone, you have to understand. Eight people were murdered, and he saw them burned to death. And most of them were children, right. And even though he knew the arson squad was racist and not like he had no reason to not believe that they knew what they were talking about scientifically. When they were, they kind of convinced them that he set the fire. I'm thinking, when you're among you need to understand. Yes, you can be against racism. You can be strong in your own community. But you also if you think somebody murdered eight children, it transcends race. And it's the idea that there should be justice for that person. I think that's what ended up happening. But it just showed you the power of how easily it is that they can manipulate people into believing scenarios about things, because you dehumanize people so much. I think they dehumanize the Southeast Asian community so strongly that, a lot of the white folks out there, they listen to Kouloheras and everything. It's not the same when Vandy gets killed. It's not the same as when other people get killed. Forrant: [00:51:09] Whereas if that had happened to. Gargiulo: [00:51:10] A white kid. Forrant: [00:51:11] If it was a white kid Gargiulo: [00:51:13] and it was Cambodian kids who did that to him, or if it was a white kid and Latinos had done that to him, they would have been marching with torches over the pitchforks. They come as close as they could to lynch the person, but when it was a reverse situation…? Forrant: [00:51:37] The kid who did it was the son of one of the people working with Kouloheras on the English-only stuff. Gargiulo: [00:51:43] That's the thing, the level of racism that was allowed to exist in the city in the 1970s and early 1980s. Forrant: [00:51:53] In a way that's so intense. Gargiulo: [00:51:54] That's the fuel for sure. Absolutely. What I'm saying is I wasn't insensitive. I was infuriated by all of the things that happened, but also feeling that sense, if that's what we're organizing against, that's what CBA that's what everything we're organizing around. How was it, I always said, CBA was a civil rights organization. We became a community development corporation because we had to because if we didn't develop the housing, nobody else was going to. We were able to win the battles, but we weren't looking to become somebody who was going to develop housing. We were looking to stop displacement plans aimed at people of color and poor people in the city. We were looking to speak out against the injustices in the school system. We're looking to speak out against all kinds of injustices, class and race, injustice in the city. And in the early days before we had all of the housing and all the other kinds of things, we had a free hand. That's what we were doing. 13 �We didn't have anything to lose before we became landlords. CBA can't kind of do that now the way that I was able to do it. There's a different take because we organize for a different reason. That was it. If we had to lose a housing project, that's what we did. We were going to fight for the principle of those issues. We kind of forced the hand early on. I still think the same thing could be done, but it just needs to be done through a different organization. Now that doesn't have things attached to it. Because you can't jeopardize the people who live in North Canal and other things? Forrant: [00:53:36] Do you have any questions? Because we covered the questions that we have. I want to know if anything came up that you want to discuss. Gargiulo:: [00:53:52] But one last thing that I never mentioned that it shows you how bad things crazy things were when all of this stuff was happening. I don't remember which exact year it was in the mid-1980s, mid to late 1980s. Kouloheras’s son had been a teacher at the Bartlett School. When I was a parent inside there. He was always funny because he was always trying to act. he was friendly to me and a little different than his dad, but I knew what the hell he was all about, right? Then he applied to become the principal of the Bartlett School while his father is doing all this stuff. And here's a school with the largest because the Green is closed at that point, the largest school of immigrant kids and people of color in the city. And he was going to become the principal of it. Well, fortunately, at that time, through this education, those parent advisory councils that were developed, where you got groups that were like, now you had to interview the teachers. I mean, the principals in these positions, I got myself on that thing and stopped Kouloheras from becoming principal. Gargiulo: [00:55:34] But the only reason not I'm not saying because I did that, the reason I'm saying that is because it was lucky that I was because even though these, these packs that were being formed to do that stuff, and I think they talk about that in the lawsuit stuff is the kind of thing. They weren't integrated. It was just the luck of the draw that I happen to have finagled my way on that one. But I still wasn't a person of color, but I was fighting for that purpose to stop it. But the idea that if it was very clear, if I hadn't been on there, he would have been in it. That was just the way you did things. Gargiulo: [00:56:24] It was like they knew that because I would blow the whole thing up if they tried to force it. But I wasn't going to be on that thing anymore. And they still needed to put people of color or people on these committees. And that's part of why we wrote that, the letters to. Forrant: [00:57:02] What always puzzles me. I didn't live in Lowell all my life, but I've lived I've lived in Lowell almost 25 years. So that's a big enough chunk. And I lived in Holyoke, which to me is like Lowell I was the president of the citywide parent council fighting these same issues in Holyoke. When you're describing this, it's like Old Home Week, in a way. And the attorney, he and I knew each other back here, That was part of it was very weird. But what's his name again? Khoeun: [00:57:42] Camilo Perez was dealing with the parents. Forrant: [00:57:43] Perez, right. 14 �Forrant: [00:57:58] He was the head attorney for the for the parents. But what strikes me about Lowell is the failure; I guess failure is fair for now anyway, the failure of the city to ever acknowledge any of this, how fundamentally deep this racism was. They still want to make it seem like everything's cool. But people know better. Right? Which is what you're saying; a lot of people who knew better at the time, but they weren't going to rock the boat. Why do you think that is? What's your take on it? Maybe back up a bit when you went into the military. Right. And you talked in the beginning about your experience and your friend and sickle cell and all of that you got. Did you go into the military with that awareness? Or you got that you through that experience a little bit? Gargiulo: [00:59:10] I read; I was familiar with the civil rights movement. I was familiar, but I got even more experience. I grew up in an all-white community, right? I didn't have the level of depth of understanding as I did until I became friends and, , and had people that. All right. Bill Russell was the guy that first made me understand. Forrant: [00:59:35] Wouldn't let him buy a house in Reading. Gargiulo: [00:59:36] Well, not only that, but I read his book, his autobiography because he was my hero. I was more interested and tuned in, and when I heard him describe things, that's when I started to understand. No, I understood the classic parts of it. I understood that there's something that goes far further beyond way further beyond with the racism part. I had to be sensitive to that and I had to learn more. There's not enough to go around and say, oh, like I, know. I don't understand just because I understand what it's like to be poor. I don't understand what I don't have to drive in a car and worry about being killed just because somebody looks at me differently or whatever they want. I have to almost describe my class before somebody knows it. Right? But not to mention that that's important too, because at the same time, when I also found early on is that when I was taking on some of these roles as the agitator around some of these civil rights issues, that sometimes I had to kind of do it with pushback from middle-class people of color who were running different organizations that were supposed to be representing people in the city, like Unitas and other kinds of things. Forrant: [01:00:56] Why don't they get along? Gargiulo:: [01:00:57] Because they wanted to get along, and they had funding and they had other kinds of things. When I was trying to get them to push on the Acre and stuff like that, it was taking things, we kind of sometimes had the kind of well, I won't tell you what I'm doing now because I'm going to go slam the city, right? Right. Whereas if I had to wait to try and get consensus to do that, they would have said, no, don't be slamming the city. Don't be doing don't be saying it that hard, and it's well, you're not even that's not the people in the community want you to be slamming that hard. But you've got a position to withhold. I was ironically, I was more part of the community than they were because I was living there and that was my friend. They kind of were coming in from Arlington or whatever and working in Lowell and then leaving and finding ways to, sell themselves as civil rights warriors or whatever, but they weren't really doing the work or willing to agitate as much. 15 �Gargiulo: [01:01:59] It worked both ways. Obviously, the thing I learned the most was, people I used to help in the community, my friends that I used to have or whatever, now that all of a sudden would come to me, why are you working with these Puerto Rican people or whatever like that? I just had to sever ties and friendships with other people along the way. When I found out there were most of them that some, I mean, but a whole bunch of people found I was able to because they did trust me and we had a relationship, maybe I was able to get through to them in a way that other people didn't and say, hey, look, we showed our commonality of what's happening here? They did a test on Little Canada. 16 � 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 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. 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 Interview with Charles Gargiulo Date A point or period of time associated with an event in the lifecycle of the resource 2024-06-27 Creator An entity primarily responsible for making the resource Forrant, Robert Khoeun, Chandaranee Subject The topic of the resource Racism against Asians Veterans Public housing Gentrification Immigrants--Housing Education, bilingual School facilities Latin American students Hispanic American students South Asian American students School boards School integration Racism against Hispanic Americans Puerto Ricans--United States Contributor An entity responsible for making contributions to the resource Gargiulo, Charles 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). 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 Oral history 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.) Coalition for a Better Acre (CBA) https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/1a1fa59586c17370fd8dcbb20d0a5255.pdf?Expires=1776902400&Signature=u1eFizUEPQk9lVVc27PqMAqvsJAuvj9kfWURl%7EQ0WTbOvOALNwiM-NFapNeywCURZHvRJnm3HdB2C0nf1nv67ixyFmKyM5zgtvlmMpzqRb8zH02o0sJiyVMOUEtiFjjOktNEzXzbt4DehEou-Hjt0Up4K1iRYIARO3Zsl2F6C9fmJSHOiV8hoTxeIQXKDOnfvAS8Qo5ivJBpCyUe8z0HhCLkwwimTxBSTRognFyk1P%7EKgvtkvIEjQmFJH95QLE5qwpz03lYW3Y-j6mP8aFeHyBTkcZ6%7EOd2wHztpHHGKxvTiD4Sw5ENqtUr7--VCIWkNhE2ck-Uq5-yJJQ1QlxzstQ__&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=1776902400&Signature=Y49vL2y-NzHi6s5QBjC5ZyQCX2aAhWwDyaBehmvXZh%7E7VOF2AtFPH6b2EM8gb%7E3Y88aa8CmGiY8BKpSUMOMz4POwLJ8aakwmYUorW0JV2Pu3Et094SIe%7EP6FhbeHREygfgWy49OYcr7LwdYnFFcf38FvnufGBzB6iRf1iiVL3QINFEIb6FxabOVrFVz4l2rxR2qhCkV7wWWb1VwoBVJr8I6PR8PYUHtOfSABoJmb4TE-e4PrjgbwBHhaDwkKGUgT92UmSEM9cHaSXcVF9rACZFRwgz6fuaSohEDUdt6TvaPxdgdui2serMs1Fz02xOVhkt3UXIumHrRYqYefuxW6Wg__&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=1776902400&Signature=Hz78Wj7vswJb%7EEbK4xqUez5Fy1eiji%7ETBJs71YDF9BNExebXkaAkyph5QFBTCBARN4ni4ex74EtCiTcTX6XYIKkFZlEQQE7MwOkzpr-OtEnaRF6zHxApXtlN2S-vpCpp6C%7EJISAZHcl3j9F9gL3pwmewgpIDEIGA81Aa0pyEvykuzTcFML3h6hdXhS6HxsZWPg4vg-CVCc0MmqQLKqkWfcgWGXTFrfZ4lCIxgdfd4-O1SfD4X0V7c6vArqW-8OeBonvsffiTgIuRdKvpYm%7ETbmg8Zhcd9PlO7Di9WIlWM-oCzHcHK3KLbG0p1ym7nIa77syiZeDAN8N5QpdKkUZ2Yw__&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=1776902400&Signature=eJC5rXbhVXYUZ7gJgreNSblR4mkGnCuDxtB21ec3D5oR9kylfpXaDiW1HQZpjj7xLF8NG2eds7WFCOdeXKPm53ABWEXfTyYgIiFjJ--egTgj8w%7E-LHCJWBzxCVCEHFya674Ho11ONU59IzCQXZXIlLz9YBYJSRJslZFUMIXYVmn9ulSUMzVod3skJ531OSAZuRPP42Ss3CmhemMHLW4Ve9cXOwIHJiMm8N3HzRLk%7EOEyIQVNtOGRgAUwM1gNvSfT8hE1rk2zvQGTnHZfHi%7E-c5KUPq3csT29jMhwBREnGX56d5Zrnqmx%7E2QvpgApZ1arBUr9N1uqLhi8qHcIpV5ycw__&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/1e75a73b5e7061309012c4121abf4eb2.jpg?Expires=1776902400&Signature=CtBrfGk5CDe5FtG1Co9w78V4ImWdvgoEt3HLkLLjaJkCgS2USUkEElb2HlAy8rcfR7rfcrFvt5L5O4eaDuytjLxfQMPPRHpXHqewRtKuOG53cQXoEuzDxkuf-ZlwAcNb8xGZ%7Ey4YY%7E5SK-Ibz4z5y%7Eur8Pe7EKM9CEULnOgEmWdE1Ut9ED50JqDe-mqSCGl6noj4PMRdnNsBj2BU0NUewIr5x3oqegDnw2NPw6UZ2wtWa9Yy6xb1KLAFM6BGIanaTV9Ny1crr3gY3xk6xY2G%7ECMTfTeYOuRPuJ9jqEvI4OfcskwhLGYEXd6rF3OsD9L%7EJkcV72d04B6RgJwbfhJX5Q__&Key-Pair-Id=K6UGZS9ZTDSZM 608d39182fbbaf16b9f573fcee8e6931 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/6831526631021c361fb10cecb36c7253.jpg?Expires=1776902400&Signature=WAmCirKYV%7EJM%7EvQyyQ8yPlkf%7Ez-iw-EgZXW%7EbT6trtrAghuv9ZBTcX%7EVcq2iohAzw8ZXM8OilKCrXqYtpHsHFzKZrDuRANx2d-9UrGsNlPnxNtDTEVxR5EiSSyZxjlYPx8H4dBWhsXx4pAnXu51vss2Hcb0uD0X0sm8lt2zsNm4J9ndboLQHYljArcV0xqQ2IUxlxdreCrVjJ91n4rckN06evy7t0NTAkCGzX%7E7GLKenqIQKeaYLCsVUtUM9yDnj5BGT0%7E59s8RfrHkY3BreSQk4ODT5VFe-BKFn2KMExMDx5n9WT85mymscZGL-RuZW0xEhv1x4VOAXgCRxb8l6cQ__&Key-Pair-Id=K6UGZS9ZTDSZM 7cc301e0344a7a923d936737d9c4e0c3 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource Grades 2-4 Left-To-Right(first row only): Annie Lehouillier (2nd grade), Thoeuth Cheap (2nd grade, with check), Sopitin Phon (sign), Kano Yim (2nd grade), Andrew Chao (2nd grade), Thong Toun (2nd grade) Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource Item located in Aisle 1B, Box 6, Folder: Schools--Cardinal O'Connell School. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_CardinalOConnellSchool_001_ 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.) Title A name given to the resource Sun Santa at Cardinal O'Connell School https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/f7a6938048a4aed4e9c8a42067ab1fae.jpg?Expires=1776902400&Signature=Ud4XcdiHe8dd-w%7E5bQd1Vq%7ELgwFlWx4Kl6-20Yo2-Lpy5DYhaEaAetr7hVQ5vWCcisdszUtLbvt-ghToEcElu%7EYn4sTpFgIYDGLvA4MJkbtCFUuDEGIpCM7RXTYzGOjiGVhkKHCIyAHUtPupbyg3l4x%7E1muAWYxYdrvr-fLSKAwpWjN7DeottPyxjMrw90N17D1g0-Nax6lq29urA2ZFCRUeyyChHaK2I68tu6-3eanol0rZ2Qni1AegViU7oRrxK8S6nZZN-2WTGbxBAr0%7E441BpnTzBgsLVQvUAyVEwlpCkgOsPo-y0P-SjPNe5baYMH1NcfAyo37If%7ExmHjAfQg__&Key-Pair-Id=K6UGZS9ZTDSZM b575ea2c9a0bb6d534367511fd9572ed https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/34745876b0d13c24d56ddeea3361b98c.jpg?Expires=1776902400&Signature=QiuevnlsLFaprICtkfoeKOJuC6K18E4mEiK-DHnniKu63ZZSdVHjzb2uaBkyla0C%7E35PSiGjjec9T8y4uvFDxb%7Ej1N9bWVbXoY9mmoOd4PjivO3kkpxHtUp9kmOyGKYypePcWFRFgBTteGxZIB27O6onySaWX%7EL1m0OnalxH3BbMpd4C4XN%7EjfK5IWWgUfwiffIfSEv8D-hKsf6AnslMUqZcvHuD3TV1d9gbw8m9-qecWBorS%7EGBeu-xUDPtH2kyWrJ6oY3nG%7EqJnIDbvN%7Ehs8rbU1jdA1dXSrxKtPNr095sldaV8x6hbAbs83UMfCfxdVvQhWBE1%7EshX8e2bA9O6g__&Key-Pair-Id=K6UGZS9ZTDSZM d8093d59e0729ce3bebcc0158a2d279c 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource Enjoying "the Good News in Education at Lowell Catholic High School" are members of the School's volleyball team. (Top Row Left-To-Right) Victoria Sweeney, Allysson Connors, Jennifer Pawling, Kheuedam Thavone. (Bottom Row Left-To-Right) Joelle Doyle Melissa King, Kathleen Hart, with coach Dave Goguen. "Volleying a Cause". Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource Item located in Drawer 19, Folder: Schools--Lowell Catholic. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_LowellCatholic_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 (Mass.) Title A name given to the resource Lowell Catholic High School Volleyball Team https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/a88321578042fdccb61dd1b423f1706e.jpg?Expires=1776902400&Signature=KQYjNvhYeuPSEtk7cDOmWVMtc5yxDLIy7pIpNCppXfspVnbYAduDOR0VVz4fBbQncrmAqH3n%7EATejqOlam7BlujFEPluGrGzG6O1Fn7zkfYNyQPZzW3jxCALMzF4v3zcKonb7y-CiOlFD%7EYuPUGW1u1c-Q8Bte%7Ebe%7EEm9iBiuc7Cza8Z3rY6Y2zDPLZ4nRzxgQpuHrEImUvpMel812rR8eqaIVxgZZdomnnjQumhRFEIXd8C0BIb3Vfg5EWivxWIgpW7gIT959jz6Cpv11W3dTc0Mqvemenn9H6SrbEiZRinpWt1WvHzy5TUx6-AAOVn1BKkmgnYGTlVOHXrSGUIcg__&Key-Pair-Id=K6UGZS9ZTDSZM ed920e9aba71b48ce1b7449050c32a76 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/4f9a1c39fcc07c3698935faa107ee986.jpg?Expires=1776902400&Signature=RrdeAVe4p86NFs5bWpjb5QpCpI9i7OB9N3l0c6d%7EXgwrij-YEY%7E2f2fA3Q9Mm66V14tVUpRrZLHYZVvmU6DRmfE5GLA-8BEW0pCdeR7bNt5epPNpaykTTxSATZgo8qOR3iouhSo5ApBi1d5OhyJ32fdgud-zYM7jYooJXyYmXHmCty900avmJn2sFLE0FZbDMQMldh-I6w1a9v5UWAzkNCObpH1xapqbk82EOkQJkT-jRDCH5BFPif%7El%7EVlR8IsKnDkwbvg7lwUHYHutLYOynf10SPoBRhX5%7EN0GZ5mFcXMpNO6vMheVRECz8ArVlDQjZiDB4qi-fUPaG-0tfgcfLA__&Key-Pair-Id=K6UGZS9ZTDSZM 424e7abbb696f0529180c31499f7472c 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource Rams' Champatong Koxyo watchies his ball go into net past N. Shores' Ken Ormanstan Creator An entity primarily responsible for making the resource Bridgeford, Bill Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource Item located in Drawer 19, Folder: Schools--High School Sports - Soccer - Boys - '86-87 - B. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_HighSchoolSportsSoccerBoys'86-'87_001_ 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.) Title A name given to the resource Champatong Koxyo playing soccer https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/b1c52533dc8c412de3bd1d62ffcf88d4.jpg?Expires=1776902400&Signature=Px2650WLnkK6TDE3xACn6IKeFpI%7EKDAcnxWItZigVnJOS8pqt%7Elz6R4Vu83i0si6mpcjtoJ6Os9zSxuUvqjOKZtCBSo%7E9OmufYL45RTtTo4e344bCE%7EI7zEn%7EC9lQx22vfWqmCMY8GjR-HDdJLNSYJ3Ry0vIy7jO7eEjV1ovAR%7E4tD%7E%7ExPthtqn%7EQilQyIznSBi3XOu0g6i2k3rSMJHi0HWEVZOlLyE5E32dp8SzFwci6c5JYEFKw8nyfv%7EYj-wU5MKikwXXfSG25RxjdweoU1EuVoMaj6pOjFKnHXHHXk8U1hPv7tYU6m2sonSjeLdLm3Q4vtyrqBJEcZIql8R0mg__&Key-Pair-Id=K6UGZS9ZTDSZM b0d587d908ab6744e08415a4a7f7b4ac https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/f317a0027c13e170c277427eb4c7cb53.jpg?Expires=1776902400&Signature=ZQETqEkqfF76XTYbX47-Ao4WHL5Kscgp5fFKLXFDfEmsfUXk41jhTdjewpKRWMucxHX5gfPgMw0le9gM6Nzdk0XYAFlAH9qhxJ-e8Ugn-umYQDLeGHi-y2qDnwUxrpMaqbaGXia6Fcys3zQ4kCXtB-qcWgOVEzGknlWTmFTxk0e2wqJt63WCr5C8q-wfbPOoerVku%7E8gCbBIpFxGgH0ynHHVLY5hh1qPboWvlbQ%7EP2M0VXyk8lhzs3ofSXFfYKbGiioOYS7OBBNeXDTHrFCIpGVcQYCEgdxOvggqu72Wub%7EsUtAnf%7E7Nn%7EC-CKXE4fWoP3EIpRDa0NXcE6KkfNt8sA__&Key-Pair-Id=K6UGZS9ZTDSZM c3d91320b9b0c8b10ca1700724eb4dec 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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 Students wait for bus Description An account of the resource At Broadway + Fletcher St.s Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource Item located in Drawer 18, Folder: Schools--Busing B. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_BusingB_001_ 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/8861df8cfb1febca5841b1e43bc8d259.jpg?Expires=1776902400&Signature=ZMOlhkMeMUHAq9%7Ei6H5hAMiNbXlqk021v8vk%7ERpE1CqjNZOrW%7ENs5-p8IRrx0%7Eolz8AcIhZixuW0V1koILxLTpWOZOQh5b1-PyEitkPyjb9GcT5DKQUWbjttnyFES72qkQnqQyhPbyO-VWMMEjAmVruayV8dZr8NLMUJdAw4%7EZonbJ4c-lOX-XNns4QYtRUFxlsmdI3sFVzP0H%7EnEfY98RVW04o2Fue1hwj-36A0ZLhJqQ%7EVz7b8j4aqlNUISSHQyB5OQmxA7rl2GhnR5sjHYWa5pN5SUOWPM0qeIJAxXkWwXsbJCESv0rb%7ErwqhCC%7ErWfn%7EGjwY7tXeegFyNT7uUg__&Key-Pair-Id=K6UGZS9ZTDSZM 39bac51fd0e7fb53eaf4907b4a581cdd https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/9de5c347a7bd1c47f893fdd43f15be57.jpg?Expires=1776902400&Signature=SvsMWzsCSioIGyp0KcG2moziaZWFJQwSEBfmlhBFowqjW8zX6I2utbmeAbIT3tT1RjDaGjMadIN%7EjKw3UV6SUbT3moDBp7xLn54i%7EOfYxpQm%7EfawyqDo1%7EytF8OoXuA-h3C7Zi3P1e9fLtM-qXYrv7AkBLEHqcoqVMkKsiL7LuZuB3K-uFAEVkM1KT1jtqqVppZliXoM0l9rIClscAorj%7EWz%7Ef8MG1rY57quG%7EvUFwxQj1masapWJGp7L6lC-YF-noMahFuANc9T4sCtZPJPpJNp9i7shneQpaVJhgogPIEckNFeD6jTsa-7rbMZY72AFScLt7hxOMWmyY8FoU728A__&Key-Pair-Id=K6UGZS9ZTDSZM 22795eb60cd2f3076d918078b3778b09 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource (Left to Right) Justin Bastien, Vicheth Soun. Coop Learning In Action Creator An entity primarily responsible for making the resource Pigeon, Michael Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource Item located in Drawer 18, Folder: Schools--Bartlett. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_Bartlett_010_ 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.) Title A name given to the resource Teacher Joanne Hatem working with students https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/eb044bcf8440f171228cee2e9de402af.jpg?Expires=1776902400&Signature=N61xUImdWlklxUBC1YMQYgyGjiQGkDqC5j%7EpSRNkOhPNUeL9VDBF9l%7E2IZ8eV49OKPY5hZAIjpUfoH7abADQVG4CwRFb7Z0AM750ajG5fcBh%7Eag9AiTD9RfFYlnTTFB5YHxp4bwpvXEHYqk-%7Ecx2zBGw5dVEGFuJb-mv2-jVoERVAhDk1aukGI5xIU9SQCkJwqjoYpEcREbUVaXUGQmUvktksWmCJd8jKABI9e4pZy%7EwADJJ0hn8wCX7%7EfZDrua3jiel%7Eb-2nq%7Eifq3-6iuekFLhHCmLGgoPxpgK1G%7EA8ZNezrWkFw3Pro6ReCu1x3p7pxPasCx3vvhry7RXxek6pQ__&Key-Pair-Id=K6UGZS9ZTDSZM 493be7ecff4fce1afa27dea5c431f137 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/1deeba1ec784499d259e3178fa003bb3.jpg?Expires=1776902400&Signature=Llespbf0I8Bc%7EcbseNVcCXZ7Z7dq3Eslp8h15O9Vn9cL%7E18%7EM65hRl2xaPCXBkhholwLt3j-ZjwgH9lAsM4H-Cqoxgs2txP1WGdwbSQtHvTUCsES6jyHhi8cI7LHGT4brBj8IJILuZdZMFe7jZ6WRrir3J9-VYXEk10xOjUJa2vz2HxVuFC%7Eth1Gt6iDms1b8VAQCpeBxHAgbvsVUvfhGCQkPThEhSHq6ysSwGoFskXD68wDHJv4UPRVOCyXFYgxeTjZRYXyj3Tn2vEj0-MQdtKXIaxjzjuZFNQ3OSDejj67-VJ1RsI5kjAuxYht2jgIzhLhoBQGfwYsgLoH4D1%7Ebw__&Key-Pair-Id=K6UGZS9ZTDSZM 46b4dba5ac715c723f4981222292acec 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource Cemetary with Families by Socheath Ten. Grade 7 McDonogh ArtsMagnet School Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource Item located in Drawer 18, Folder: Schools--Arts Magnet. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_ArtsMagnet_001_ 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.) Title A name given to the resource Drawing by Socheath Ten https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/dbc9df952b634112e99e933d1f6d9f4f.jpg?Expires=1776902400&Signature=ZpunqLOFn3GjAhGil18CSH0pYdOGDdo6Bm7tZkxUfI6yJd8L4w6LtjTd7jdo-d2Ixxzp7%7EJ2Nr9k2BbUNM46a63If84pJRdwmrKp8kGpnNOCAtxudNMrySQy9WzsN3yFTKswC1B9QkNMYheyqZa4vRjApm6NtC8Fmw-O0W1u6h6NZbOG3xy8Q1C0NetDcjpyXju1DBAdfcT-SJgytMGthTaC6i7ZU7eh3CeAFH6cn3FrGKAJGcL2TEY9Mk8NUSf-Z4yXldY-RRengWd6PDoweY41LL%7EAvX-AyLwImuhNmWh5l3VGUseXgcxtbV96l9Zj7YfyfI8HfS-nll6zbv84vQ__&Key-Pair-Id=K6UGZS9ZTDSZM eca49f239ebfbc927be1aacc262aad96 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/395aa358af3942ce88a61b345490cb0d.jpg?Expires=1776902400&Signature=XTZQCigoBUyBIaIftHUiIyEGzmZ7Co1lftk87SGkzgw16F4LerabMej8j3ceZ5YoINaJw8uwYZ5tUODyunNfTYk1ATg-rZR69bhFmaKLQNDVqc01jXT%7EqyJPEkQ0CEuFp4AKQK77eIF58maE0Lgi49TTJeEi-QbuDEw7RuDEflbPdjZWk8BDSlJt%7EWH9wKB0O5AFG5%7EjK23kts%7E5KGc6DbDEB0xn0QYCzf7ton2KvOS3bZ3tjXsZ9NSZt9-nCwA1KAKPfqKhD9co%7E6FXnW6Ga4ZlbbYPe9B8lOtrJhEdE-pT24W7W-Ej7bwgL2rqnLbx5uXj5ovmDPw2ib7MvexSfQ__&Key-Pair-Id=K6UGZS9ZTDSZM 526037a2f86e8f2bc4faf2907c6294c8 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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 Proeun Phon Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource Item located in Drawer 13, Folder: People--Ph...B. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_Ph...B_001_ 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/72e511262fb9dc39c1580d241ed4d12f.jpg?Expires=1776902400&Signature=fmZDyMwcoZ-Ib4vzHFDyokvZCtgqJni8rvYpBgEMHDMKgM%7ExnwMSocoSn5SjpjhlSv6ZBgn4%7E%7EuVgqw0%7EoJLLm-J6iNzOIOfmZ0b%7EA6D55waaCDPOuWz6ikdcNfvh%7Exxt5HCiEhlcwKgC2MBDG9HJLAtD17bKngcqeessdgW-9sRzisZKnBU3nrYD33y5NmUio1V-sKgCnDZ-TnbPAqyyr9ru8yjTZg1-jyiMyVSc6YvFTl7fh9lMuSdDBWiQvPgLx3TLPfpV2QQOhdtOJWiGrIb5IO3N43PnrPbMOaml2XRoxR7oLNURJOcKfzCKISBc6TgZixEHPLlmNpok60Avg__&Key-Pair-Id=K6UGZS9ZTDSZM 691ec08ee6849a2a8a4cf8be8f2f6184 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/b467c01babe223c114e02e10d489f05d.jpg?Expires=1776902400&Signature=a8ga6V9%7EkS9S30amWVHCjrzxK56yG-fAOQykgLfn3SWO6SdvDrcDGrUHtAsJ5rnkPDnXamUhVeCqMYqK8LdEePXRiofslPdircEg1BawAdad0oT2NRQLd-O4aE-WoiaH6-Oe0EY2fvrOYiHdl%7E7Rg2OJBg5fmSmVmBk3zm4zm0PXeiACXJRLl%7Ejm5iNZkQ2ItzT6BuTWsKnqHo-SekmeoEPf7Hsoe1cBzv9WTkZEZLdk%7EIsyDRiYcjq7yn0hinP7QrJQv9v784PmpL0D%7EbcSX3EaDYSVSgd9NZ7kwrug%7Eppr2FovMq4bEmQY3HL11vallYyAmEw59JiRVj5%7EhXjlQQ__&Key-Pair-Id=K6UGZS9ZTDSZM e8119398268cd7cadea59d1a72531345 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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 Charya Ou, age 16 Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource Item located in Drawer 13, Folder: People--Ou... Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_Ou..._001_ 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/8b43a95b7ce5d90d370056d2fd2f2350.jpg?Expires=1776902400&Signature=VkXtWWaJaCaBkLRbEA7ZQR2jizgM-y7gsmesitn61ML0Gzm%7EEnbr1S7MxL8TrcQNEknHvUHLmVBQumid0eh01lcmzwiW6QOxBBEmBbaRWzUWiJB316VPmILcOi9GtT6fzOX6ULlTWrF9ocHaYP-95bTFmYUiWJJ1NWojm8AVX46sVBY38b3Z79JCLUREF5Oe12oMCFaYHufLdfkTp%7EOh5lt0vO35lxfkDL774OLedHWGIuIvCdpzDK22RF5AB5v6s7ltaqfh5BhE5kgIinOM9AOAVzGgt%7EPoXjcEsF3aQE3rS9Q-dyLA1TPZaRQ-xN8JNYblnuBDZ5u8SIn3PUk3Mg__&Key-Pair-Id=K6UGZS9ZTDSZM 1b82f83277ef6ede41fa4a6eedd4a59d https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/6fcff1dd0496fccbc1aa72827c1f586c.jpg?Expires=1776902400&Signature=jQx7u1NcB7uoKQSaYTP23LaaaS42BWCJ6jcgGh6lGvd5puX-plpHClFD4Nc3J7sKFOo72HlSw4C1leVkj5M7IZoPrfqmo9rNeM0CtVN3jL%7EQvE3SNvDf-52-u9Qu3GbCXaUU2gAiKfNpxQLPsLXTXx5sVQ9I6LjXkKwfyicpyHFMbA0qqiIMzI8CfmvKRUzZwjoNAOWmZErq-y8nBI%7EZ3xtJU0EyIXbqdQHbJMqMtVmziUUgHSGoKrbm5u2MTh8A6mkvEFEYxgavDKoCAnIiYX1hk5Durli7HpWF3fjssxWCyqViIuA30j1z51dIH3Zoje0nieonhZU9c%7EkCVENUXQ__&Key-Pair-Id=K6UGZS9ZTDSZM 1bc92252d4151a2655027b2c0d929bba 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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 High School Adult Education Graduation Description An account of the resource Student Speaker Kun Prum - Representing all English as a Second Language students receiving certificates Creator An entity primarily responsible for making the resource Bridgeford, Bill Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1980-06-07 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). Relation A related resource Item located in Drawer 18, Folder: Schools--Adult Education. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_AdultEducation_005_ 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/dac31168a215ec716bb403212c4c989c.jpg?Expires=1776902400&Signature=Xi0kyCVhKPgIo6nVILFG9wicaR%7EN-9VhbQ3%7EddMEkZl%7EPIXAoa%7EH4DKJxISGlMcl8CCoTplojW3IQzEbumoANoWSnkWdk1f%7EoVKBRtMHlhER-N8xc-ysmCEfusx7vkF0PIKRHiCsHZFIzHq3rMwk-wnkHYuADMXMgAHXsMAB1WzWVH6jRe6JgSqbTfhw%7EyeAjL%7E4A75CX43hX9y1mslohLkCofbVwxt3SqMWnnP0QVPgfQZ-EXquHhuoeQYi%7E0Nne-yeFwRTTlQoqAgdQDwrp2cea0gTPt49656kMtjJM7YkRS8kfkviUXAfJCFo776I6uya7P%7EgfCGbcfTQoB5g5g__&Key-Pair-Id=K6UGZS9ZTDSZM a7abfd513c0d31c34421103ede5811fa https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/8d780d259373344fd3e912d381c8e85c.jpg?Expires=1776902400&Signature=oPHTS3pPPTxFwqunNYFMoMfxXhITpbYsuJg0ckMrZ90XdJfc7HdtKAN9ZtRaAR13wOXM9WSSjFfUYHYZmzAFSB-IidSwRrIuRx%7ET5c52qq7uO1PLga%7EYRaRed5hKl9HFTLipo%7EYYeHT8FvkBNbYNPirAT2eb51Hv1gNkIYubhO9BP6uCZ3GzF9lnivd1%7E9HtgJKbHpS0W3FIadEPv3wkCnDrXM4SBgCGft4%7EKiBFxpy9kOd2AI0b1-yF3itpfw-5rxN2ERq9jnkiKnC-kiUigApXU5R8tfsj-LmyDE3W4xdTzvejiMpqHDJmPupWuYL3EwulQ6p6R8uiLPNwwivsGQ__&Key-Pair-Id=K6UGZS9ZTDSZM 82710d53d954529680cd753252fae716 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource Gerry McSwiggin + Class Creator An entity primarily responsible for making the resource Pigeon, Michael Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1983-01-15 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). Relation A related resource Item located in Drawer 19, Folder: Schools--Lowell High 1980-1989. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_LowellHigh1980-1989_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 (Mass.) Title A name given to the resource Lowell High English as a Second Language https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/501850e7c2dd184126d2238f235e1fee.jpg?Expires=1776902400&Signature=HYehV3QTItlHiSneA8z0YLjMSi45thTsKVuThzQUlWxan4x6Gk1bpCkx-2TjInLVEf1K1-jdqJF-lh2aa0GZlhtRAA3%7EaBEvAeDHJsYVLDws2gCEPxLHmdYuyg88WkE64Ljnb0j7SlHg%7EBnTM%7E9SYva7Cm%7EhFzo7LdvwYzRV7lGZDq9cvj-c52xKqm3ogYooT3IIsqls9y2Fcbptw1mq8-2gO4cBwH3R%7ESB0Uavjh37-eJcO2tcHQJu%7EQ7Y7%7Ecnq0fyiA%7ElUD-7jYRjc4PVERJ0aNyLBvG2EAQP45vtYf6HhCX2TvP2qYIqOSZm8Bm5Pz-A1RovUFI7HI2UXF9WT%7Ew__&Key-Pair-Id=K6UGZS9ZTDSZM d435bbe7adba6b22d6fb750b09c0dd83 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/098a2daf119632f197153e27857a1f92.jpg?Expires=1776902400&Signature=hghrULGTYs6ypSgNScw-Ph3liiIYIWF8%7Ens4PCCxSPAq-o8bhgJDVMVX8JKvXxxpr0urXvtDVCJHt88v6T6FhOgP0aczZjnRr8Fsa7UkRVYor0PoUX1WHvYEzhbeplNmPyz3GKUS-fgvWVU-U2KEbv6El09qlWBFt4u4Lw9dow1sCvEdddDcLkbNiwchy22Z6wH17yCj9G0weK7YVJrFUcqNnnTt%7EnVKSqE0qG7Fw54PNZq5jR6ki2TWExwng0FMr%7E8bSNontbfkfWERiD3nkC0SmVnZhdGruFs4mL4G0DiECbhXM0d%7ETYoOfCd2HfRpK0dO6%7EgI5PNXl1sj0j1v2w__&Key-Pair-Id=K6UGZS9ZTDSZM ba34563ac99a21ad01e238b2c2e700a5 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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 Hai B. Pho at South Lowell Mill Creator An entity primarily responsible for making the resource Wallace, Robert Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1985-05-30 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). Relation A related resource Item located in Drawer 13, Folder: People--Ph...B. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_Ph...B_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 (Mass.) https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/48d41b5f1d7d00e4bac175d78ff7d814.jpg?Expires=1776902400&Signature=p5z%7EWjmTiSmLS9xBpHawVf2bKMcN9HOWfQ74oz8GuUEEOypWZQ6LXQKgHa8t1YlTFJzRmM-hBkfKw7Ylc0Y8QQfD8c7g4WpOhsM6mPjOwn-dSiPzoReUEuXvQaWDv7PFFcYG2SUSFiNJXPk-Ax9%7ESIE4kKGlw-hCOD%7Ecgvnrlxt9mHVYU6jdkcsLtTB9I0o0ctucbuqWwPf3gaa3NhByXVFDZUqVpVTUe2ay9Xiy8H1PhFlV3XmPHiEI46bkjJS-pmaSCs0vrJVxaNnNHx0Nfo3mgltCpxSxK6hNZepb25mC3xTvrE5mVKsLknlnNwBBeYInyIGFHrtCPmjBGRtbxA__&Key-Pair-Id=K6UGZS9ZTDSZM 219181f212170cda6f0dd439dc3d493a https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/f667fe3f926e6d28c593d4705a18be5d.jpg?Expires=1776902400&Signature=JBJ9oawlJR-rz1A5qFP9Um6f2ekYPMOUl-5MVj1MaWdXUIOnuB3NCcphukgCs7GqlVEn3uTmvcs5gn2vBfXafdMh1CkKDUajwuanSZhgqpXfDbXgEQtAG-aTmBrfsbJQzzCvWKg5iOFkdXAQBq0I82s1GpbOgjhe-51H2ErTcLJJWpcfEBlNUCmMnYEZgJ03qsaKsmfnSoHs7PO%7ExqXlXXhY2ukhSHFrysz5ASpivUwZ-it9bwz7zi0PWRe08Qqe30sQB9mRiW1y4fufpBmJFgJl8vPVTcSW9VFEI%7EGugkGmWOmpqfkGQMqn07NCVtg5feNRHtulEjaym8W9DFVw2A__&Key-Pair-Id=K6UGZS9ZTDSZM 44dabf7051d7443f3745a6b2ac79d2fc 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource (Left-To-Right) Nick Tran, Jon Antonelli, Scott Getaly, Doug Keith, Denis Enein, Steve Jones, Jon Madison Creator An entity primarily responsible for making the resource Donovan, Daniel Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1985-09-03 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). Relation A related resource Item located in Drawer 22, Folder: Sports--Soccer - Various Towns. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_SoccerVariousTowns1982-85_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 (Mass.) Title A name given to the resource Acton Boxboro Soccer (1) https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/8dd2ab5bf93592d8840c83d22d645722.jpg?Expires=1776902400&Signature=dQQXAPjpDgf%7EBfvE3bMhXJUIbpXe0bsRTaeEaxJI6pqo1hrDfFJk4nEg%7ExNf9zkBE9s9toC5mGrur0aWR-7BUdj2jsSpc8i6O6RrmCpVA-bKoL4ErC5z4WNeBmiOlq2xjwkVCM6fLZjVIOmSdlNasu78Ywk9G8-n7-8TK0XThTx2sAmvQwLdeyOVkncGdZzPwOgCkOWJcx7gbqkF3H7BwRPEMb7SoSE28RExJ1OKl%7Eafw4zLC05t7OsSK6WoLNm7ypsCDNgPsClh2mkmjFNwS%7Ez9om5qJnDdmpYzNN2N7DUx-fcHRDrMrbOh7UaCWqc9odugu8n2CbxNQ7oxtXITqQ__&Key-Pair-Id=K6UGZS9ZTDSZM be668a5ea91e796068a5dcfb7a907a30 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/265ba040e9a6172ff48fee90f3574058.jpg?Expires=1776902400&Signature=n6BVGZ3eU0Z90E64BUeU%7E29qRPWZdDJhJMbna4Q4hmv3NhRpCJ3bom8czMNjgnukk8l6MHLzJ7-8EGWusFlp--rz%7EX%7EFxkABeryMZtxhD-%7EGmgLVxGZtzyYV85QJ%7EofHl1uhM472h333-ugqrrNy61nCZ5lGMCRxD0mEQgOcRszfMbhCFzB50mTGcHjtttV8Ik2Ux1qw%7Eo2%7ENuZmw0-EbrkECU7cKADDRMvG4u6ATbUnC6M-O4faosv0lQ9EzI3p9maBT5X5NDvAVSfxvZBaq3IfOz6Xs7WtqkkLMpxJQ8B3DT8EZTyQFgu7LD1JZ8zyGTSKlu4SzNG-1NovvbC7Jw__&Key-Pair-Id=K6UGZS9ZTDSZM 138e97992ef105a14e9b37a6b9eeda8b 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource Acton Boxboro Soccer: Nick Tran(Left) & Jon Madison(Right), Co Captains Creator An entity primarily responsible for making the resource Donovan, Daniel Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1985-09-05 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). Relation A related resource Item located in Drawer 22, Folder: Sports--Soccer - Various Towns. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_SoccerVariousTowns1982-85_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 (Mass.) Title A name given to the resource Acton Boxboro Soccer (2) https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/6e52b318f647c7a0dc7b1baddd3e03f0.jpg?Expires=1776902400&Signature=anQMBI5rw3V-maaGG9uC1f2UrVGwSsuKBGlB5unpBmLJAbES9Kuzbdam5LeaX8RET1YdlbHxdzZp7gQ1cRh5xuFfHms0wDXDdzaCw5eEG5UkFY7dZq6wIW5G-LQEPt8x%7EnyjXbUhdXP4vX4ZBwepe9xMDUU53ffs-ASKB2E6f-GNIvAJSbW0k5u5CL4z0W7btvY9ms196BTPnE%7EoaRQqjxVz7cAKg6RJHXPMCw5UOFowcNdGz7Zz2YwM8QW%7ExTeBNiACiHyBqr7BrHXVhDxoJlD-dthqAQAB%7Eeiz0wWV78s%7Ej41gXHfmjgyzJUK%7EbBxwToLE9wGdv8jLj6CWxkKnrA__&Key-Pair-Id=K6UGZS9ZTDSZM 4fa7e13570a266f4b790851238714907 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/4de135b4ade65608777f0e7b92d41ccb.jpg?Expires=1776902400&Signature=d-F9Tf8Hg7RuZkvd9wXr%7Esgg7UiNht9TYaGP8XJUnfS7GMIAgVMVHwnOTlu57PCAf01oqCarxlfmOWnsoAYi6tSVJBiq5nqVcHQ2VJugkMS%7EGvRfJOjrS%7El7GCDbbKFWSSneOWWhvlBR4Y94bih2HJxvyUkUSO-rdshN6MLtdmh4mTb38Tgu6z46XA%7EdziWEcjRgLUBs%7E1vg3PACVTylsqB-q36ML7CHr418nAAxexi1-RkCPFWgKy20RvFw6lkB4hugD4NYPPyB%7EMbHYiDxYjSg26146AA93MYrjgLuEwIC4XBaZDK34fpYHkt%7EwFSiIW69KcjnujBS9Xk3WmBIgA__&Key-Pair-Id=K6UGZS9ZTDSZM ba2910a7ab624705564e8a6445b956dd 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource Dy Chhuert at work Creator An entity primarily responsible for making the resource Pigeon, Michael Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1986-02-14 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). Relation A related resource Item located in Drawer 20, Folder: Schools--Moore St. School. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_MooreStSchool_005_ 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.) Title A name given to the resource Moore St School Khmer-English bilingual class (2) https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/0df5f9c3a5025c1ffc0e03a92fd4cf09.jpg?Expires=1776902400&Signature=h4NM1arTwt-OiHnafOu8jPAkfOszN6R85JqCPZks0qu4hcuObAj-NzPFQANlKPj2is1YzyjhJjf8NsocvEHZcUE2WqvemTBmhB6se5z8er5rj9JuGMOtF1OmJd4hwrz88DzuplvmiXgdTAdhWilcK6hewU2PKVwFwB3-hUBKiOZrRLgUE9OZXdUdTWnWEUmP8t4zM06s0a3m8KUFxp50Q8zvolMscjSz-7aRv3k7Rin-WGlA4ovOBzwgDl%7Eeks8LefiRjqWAnv2%7EcpB7luaM0YlYDAU%7EMri3XPztJm-OCobSM2DTWzg2Az1PI7kg4Mb1U5feP2A5q1TZyJkPJiwqlw__&Key-Pair-Id=K6UGZS9ZTDSZM 06cd925277fcf631c65aa012e19ec8c3 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/abff0116fab0cea2caab7de7de38fb14.jpg?Expires=1776902400&Signature=dhTIpBMODBqe4I5jeARLH89xdW1XSOwHlek9J7W5%7EyBougyPRSoocvuI98rggIqs3IWLXqOb-uUKxFYJFEy0hqxwKORVX6aNNLFvEMRQFK0oFIDbkZDZPbsWVWEMIYPquMZHoUXvi0anBu%7EPqaQFF25UKmS-gl2b3dXvN-LW0osBOjjj8hawyYzLfgryVNHizWeKCwxDnz9oH9OqkUGKqVSJnQyAss2zP9Ba5Aswbs7DTi%7ETgVlkousYFvyUiPjYdQI5wmQz7kFOZSOhRoxCJbBl%7EqBKx3b6oGwjxHdRI6qd9ktVrmpllFtM8OKcDokwgKkivU2UcFozF70N4or1QA__&Key-Pair-Id=K6UGZS9ZTDSZM 245677ddd6399dabe2bc24e154cd2dde 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource Kam Sot Mien salutes flag Creator An entity primarily responsible for making the resource Pigeon, Michael Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1986-02-14 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). Relation A related resource Item located in Drawer 20, Folder: Schools--Moore St. School. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_MooreStSchool_004_ 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.) Title A name given to the resource Moore St School Khmer-English bilingual class (1) https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/10ba18035558ebb46d27ffa66fec698c.jpg?Expires=1776902400&Signature=ttibUUqbVvIoV0DfM-KHIvNEL%7EUZFkQ%7Eto8HdORArfmMrHCgDS52hvYkGwc%7EMx6nwN-t6ROKM%7EmqwmsEDpTQ4j8uRCEGRR6fWWrUzAAqn3XLYIit1DYGV9rTpSfbBxfNvtpifpTl472qguOr7RLGdiBC9Z5edYUvyynhWpG%7ET9eeDjCliwhOZpvRWfAAsCuoMT-YmootjatP1bBXkE8Rloq2XWcbB7UHIitrUdMPstNrgqwup39j9K5hMXlNagzv7Ax-6TaYEmKEJn4DWtvriYbBwnTX4KMnja4ORSWSsddXuveFXWr0JAEtxbjvc5ZSqufaOYWM1%7ESmz-TSt2M%7ECQ__&Key-Pair-Id=K6UGZS9ZTDSZM 3a1beb480227cdcdfa77370f8469d03a https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/a8bae6a66edc588182a556de34392b08.jpg?Expires=1776902400&Signature=j7lP9zWgiZ6rKZIKfKULxv4H%7E%7EEg3u5CcROrDrnqS7oVD9xMbpMfrzY0z2qw8pikdsiPGZ2BycYR5TFel3wvS-wKmIL3BlhOMKL3tK3ds34m1BcuRjxAaCp-fgGA%7E231bvZiYAiZgpLpC9qOBUByf2un-5P4FXxKdGoYhUVkn8AS5tD48mN7fFNBkB8eiJtZ8I%7EQJR%7EghO4EYz-LijjUTVAmpWpz74aUNcQLftctBqcrgsoeM7NK9pnKS-4uMbxmW8UepViimzyC6dDvtJuQe8xlLBQ8O-7OFxHGKsIpX-vcQZS92HD3tCD2JcHfdZ5szrgg7XwX%7E547saiVY9aNvw__&Key-Pair-Id=K6UGZS9ZTDSZM 979a00d418d064017181c28c537f3700 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource Bilingual (Cambodian) Khmer-English Class at Moore St School (former Sacred Heart) Creator An entity primarily responsible for making the resource Pigeon, Michael Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1986-02-14 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). Relation A related resource Item located in Drawer 20, Folder: Schools--Moore St. School. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_MooreStSchool_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 (Mass.) Title A name given to the resource Bob Keegan & teacher Chan Oeur https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/de21541e8e5e1febcc1c3ac68d92aaf7.jpg?Expires=1776902400&Signature=avXmCbyrKyLlhkuBC7IfbiW8G4z2UMo0ckTy3WfVV1XihvvxNzMW--C1w1wtXsrXc0hFGkD%7EDI7JSyqvhCZCITo6%7Ei8AIagvSRoPec5BlY0VTzMIMPTkzfDLWm6T1zcjxiiRAqWH3gNRGVKHd-oZoHqZxieVJat-x8CV7Lon8JHkiAwyaDvnox9COP4TCDvid8ScgtlpvWbFOr3Wl1Qef%7EyMDlsgDjIi62mIJDS6I5xQEwi%7ETD2%7EyL4rQZJP6qDnitN86CcgxNtIBZIZgH711SJdI6D0TBLu-Tkv2N5yRn9GSBFglRwidJiWIwRoXK0%7EGhQ7ownStEu8ThLRQceB-g__&Key-Pair-Id=K6UGZS9ZTDSZM ba95c8edb788f4680e2d58b59cf1c41a https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/67a43742569a2ae26062d3f687ac38b8.jpg?Expires=1776902400&Signature=roDXaKpiAZxMEUie2EgiVEyZwZ8K3JCAaeMRjUA1E0liRIPnCVgk00UiWnRYpPcxO-HjfaMEHDck%7EFVuzil2Mnv640XgkXQUg3MngCP-Bqiej5CX8I2iKFX9hvDjFIdgCi8I2wzT2i4BLiYO46VIDzy9iv1oC6ZySJdPUsgVwjr%7EKvkCAGPVNiD3R0IhPGlfoS-RFFeeG1v80mXeFYP39iOuVPYXSffEPgeiNC%7ElFtpyh3SsbRYNz1EIsrd-hUelT7mAiSBgo3rm5y4fGdmJJbKYSOj3ehfz7cqJ9xtfqH0BYoxrKSkftQyr%7EHrXoht7Qn872MXHIhCOPQdu62bZZQ__&Key-Pair-Id=K6UGZS9ZTDSZM d0afc719ce375fe77740ec75feefeab7 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource In Bilingual Khmer-English class at Moore St School Creator An entity primarily responsible for making the resource Pigeon, Michael Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1986-02-14 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). Relation A related resource Item located in Drawer 20, Folder: Schools--Moore St. School. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_MooreStSchool_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 (Mass.) Title A name given to the resource Teacher Anne Prior helps Rina Yam https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/154cd252b8a2669e5c1b8fe88d8002da.jpg?Expires=1776902400&Signature=Veip3cuoCPwtck49vzZsv1PO1%7EFqhTYxaSNRM5ddl5z0xqZdjeQ94iPlkdZx2QzqiFbNdWHupS0PKa-u5JFab3G4UQ45jpuuFDGKKbnLL-Mr7ZW1DlIp2rZ8Wh8DmOe7J3fOeeX1wPecRiFKjgYf5d8RcUtA1QlhriwhGTQlwmO2MlvkUyBQns65OD2c3-EwwINTbNSyuLvL7WNgj4RY8UjJlVq3uTuB8m%7EWJjxekmUUNTzLoh1ETqa4nKYy6-BgNaWkYoIfN4U1WAeeN2lTe6XjXoYPppIbcPPKoMN4vZabloqG8gqatKYE6-kMkPFZokrpD2-UQ%7ErXMrP9JgCvzg__&Key-Pair-Id=K6UGZS9ZTDSZM 083ea877cd1838a94b0e4114dfcf102b https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/7d310c99319300dc14c7dde6c548bbe3.jpg?Expires=1776902400&Signature=KCqn3YL7EUTw7980wK8oZutrfEIt3QiiLyVIRF1-O1UD7ikAPd2pETRym7stqBMV15xcGV2QN%7E5ydMzkhwC5NZLb3PNnJRyy8bKq4ht5-LmmU90HqS2ROil4hoEIJOy-SO-m5DHSWVwu0KNP3BIPiFFfmDGbNB25fLBSv3xB7z1BLB%7E5eR9u5PbtsRMgqJ7U6XUroKlwJhZjspQmsDMZYBtgqZL%7EMIgGzZNXM8oe4dORmQSZHTMdB%7ENZ9C7AI2WWTmrb7ADtaN7xyxWWaKd-tHlFyFX%7Ef%7EVg-Tx5WURdti1ZVo--z5E%7E6pxTGqqMU%7EqW8KwQspbXRk7pE9iH6joY%7EA__&Key-Pair-Id=K6UGZS9ZTDSZM 53af3e312dad7c7496b7bb267a5d5c83 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource At Moore St School Creator An entity primarily responsible for making the resource Pigeon, Michael Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1986-02-14 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). Relation A related resource Item located in Drawer 20, Folder: Schools--Moore St. School. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_MooreStSchool_001_ 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.) Title A name given to the resource Sophally Chum in bilingual English - Khmer class https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/a91f7c0b8f8065e23f7fa8064c2e3bfc.jpg?Expires=1776902400&Signature=ads7of66WZ2j%7ExoyGBAwO9RZWU-6aIl4Vb8w6PlgRpVHPsEx0Z0CG9DhXYJimqlYEZPHLu-yDO7IcXCsbr6CCHQTtm4r7Qjp3peNEMy3qzkYNGm0WWL62aeFcRVvExCB7yN2tNfhzJx5m3iA0frCr3TTK9cNn02PuGirYiKb62Hi20tkw26AN7KlHHtn0KNRENxPwBzSffC%7EpzrQTgR4e9ZyycrvjuqCBPmS60ZvcqHkm1FLTc7OYMX1S3NUQNQDTnT0kXc43z3EA0ZiJpXNP2MhnANUEyR7SM%7EPbYAgHnzw6gbhhRrq78RXr8lXlljk9y2qUjefjqVr1shbTuMzag__&Key-Pair-Id=K6UGZS9ZTDSZM d31599210629b48138eaabf0846a2b38 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/3b605d0da3a2fe50dc47e27e82235049.jpg?Expires=1776902400&Signature=djVkAWHF2h4Trftx6g35Zwh65XPuoQFkVkCApDLb14BSGTql9-otFuo0Fnzpzgw9ZUEM7JctbCbea5pgz1cRF2sXHId0j2GoElrXtEUsM4cYNqcaKFwJhyygxLnGr19FLZO9zEOq8vbLuYUMHLFk1V4F5kF4ZJGBMjE0d67nqeCrhGYO6txjM1e%7ElcZ%7ErovzMjpo3QjWp%7E0EaiGLFlmTjrjJJAm-KZjYKzr%7E0W4DFwgpOIM6vcuRMnruWxEnhSs78UHGO3tpY5Npl7WyVDldwNjOIYi8sbA3lJWPdb4ED01jU6sbLQsk61Msv-ZDyDI7s%7EjNtLiJKT2KBWEfu5AajQ__&Key-Pair-Id=K6UGZS9ZTDSZM c5e56bf7f6181ff2a5cd2457d5b6519d 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource Left-to-Right: Chhat Phim, Kosol Phim, Saphan Ngoth, Vanna Phim Creator An entity primarily responsible for making the resource Bridgeford, Bill Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1986-02-17 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). Relation A related resource Item located in Drawer 13, Folder: People--Ph...A. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_Ph...A_001_ 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.) Title A name given to the resource Phim Family https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/edd7534a2b160502160f64660144534d.jpg?Expires=1776902400&Signature=ZvC1VY81VeFJunN%7EW5TlqhfqNvHEMQcsYMTDFFrxazcrZLq0fDuOC24rFRcNKLBnAj-X%7E724h5wTyglVS%7ELy0AHQ60S0Fw4lqSgt3B5FmDrBOPbw8S86k-qKKTCPli6zGpw6hSuSU5DYoQMmyBHo4X3ahNDC43JHiI7DVnoCWjLRyu-rhdgd5K2TP3BxCi6WkoUswpR-0tHHWBmCPKnKHTHhcZpXISGhRUs1BVBG2IVhq2uSsj9jG77EytHrnB4wqK67j4cWPXewVQkSHi0U5Yy7F5tDan0H8ifi0PSrQc%7EBqwUwbrm7QvspuXz9PZ4mXDEhMPbfon1t8fzY%7E83h6w__&Key-Pair-Id=K6UGZS9ZTDSZM e05e1c830aadf4c13264fcbd888b7535 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/c8dc0d0c4fa74e385ca63e23ca855b48.jpg?Expires=1776902400&Signature=lArLe5pXqtCGe9ck8VLiZJ1dNwgdC-ejeTSbJr-W4I4XqY0oR72Wk1VOTvvxFpXklUS3hnhpNdABRf91gn8nC1%7E1nHTIZXEjlnwUIWvnlMu0WuXYwrIlnYWGDG8uH1SWq0jAmemLYo1MDChCA2cTn2y2xDF2eXOlC31wCTfF98tioex1FX9m3j93C4ucjPVmAbTH2Ku21Z5X8CMhps5rMFDYIpJ%7Etq1BIwczodqdsu7UBatxHIB%7ExEeOa0Fj-3dOG-117Ft9CRB5ZPKh04KGFgWbeDcMyxhZHXEPkCVrWEqyQr67zB7oC0oqhntdZw7nLkCVzIsAv7wWNx0FD6R3vw__&Key-Pair-Id=K6UGZS9ZTDSZM 89bc9a7b76a270ea3adc11733e23ea19 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource English as a Second Language at Lowell High's Adult Education Graduation Creator An entity primarily responsible for making the resource Herbert Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1986-06-06 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). Relation A related resource Item located in Drawer 18, Folder: Schools--Adult Education. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_AdultEducation_001_ 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.) Title A name given to the resource Chhem Meak of Lowell Receives Her "ESL" Certificate https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/23bb33b9205da7ab9e2b477decbfa897.jpg?Expires=1776902400&Signature=seie9RQInicLR80cZaznDzNjCh7j8JeJBsu98h-B06qOjSQHHjbOEoXn9Z3E3s4pm4bq8x227t573QIUCiuCLY1VXdVNgHymUUDG7sb8uHUsYsyzSttWQnV5QxV9HWKRpi-IaQB5pu0w30jRBV42wTYPx9kU%7Ed9-PFbgCoE5bCifSaOGSqvfgk4AyOW77m5pCjTb7L-hCqOtQgbHochl8kBSRHl7I%7Ets4NRN5bigq5IKO49OkTKqmr54bhkutvOMgLh9QjEQX5Jb4Xay6DZb951Pl7be1mrkPWGlrcmEQwSzPV5KLVaDTElr7DNkqWrmuOgpDP0L9OVQ6hxFtFo1mA__&Key-Pair-Id=K6UGZS9ZTDSZM a79e4d8161bd66e9c8fa7d2df3ab0a02 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/894616dcf9e6805e0b3ee9acf51165a7.jpg?Expires=1776902400&Signature=s2gzkoCh3wjsoLxYGlEBhV-d5y0By0CkMHAyXvMbr7CWJk70RfbbWKwkSTfPMsVt4YjRy3LF2yYI8Qw6AIqU0HVn%7El22f-0JbJqe12uizv%7EFNYkkVQQIP1A8DsTQ0CiYXqcnhTFqjhqGFeKKuCwUt60eiK8KY8Ri0PlsZJCgUCcBt8DPTcGOpffK0TknrtodH4qnP2wrOWORFUcx8ZQIEfDv1ulB0GdFLAvpZ-ki0l2tQXmZzDggW7oGPkjpXcJ7txzl1GuqzrofWT5O11sw0INKuS-nnyy%7EeE-eIVULgSYqLqmkqshN0aM6eaBO-iwFGW8gqE9iD26BcZZ9XaEnIw__&Key-Pair-Id=K6UGZS9ZTDSZM 51dc58b85fa0add36613faa7aa23b4f8 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource Debra Charette, Donna Ducette, Jean Anderson, Neng Khuon, Wendy Whitney. Creator An entity primarily responsible for making the resource Hunt, Richard Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1987-01-20 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). Relation A related resource Item located in Aisle 1B, Box 4, Folder: Business--MACOM. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_MACOM_001_ 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.) Title A name given to the resource MACOM Ferropac Unit - Production https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/9d66d46e1e4f00dc01492eb68936d568.jpg?Expires=1776902400&Signature=bS6OJ1TCPXeQ9ApqihiHiXFOv68qbprsG4uySmhNXuI4OvMyMWdToO4b%7E9d0G%7E8fa7ZXZRz57uezo960kVcIqPz1M6XoyYNLq6nhFW3W9DFPgXijwrxi%7EFiiQRKsbcgKVCckstC-raohsJJyrKgcMPO3Rac2ZaUxgYJmKlhvDblpF6PCglsv%7EBbyOSAJI%7Em4zt27nmzhqNZqzs4WJTlJIXGCDWVwhBaDvc-nvT7p3SG%7E48LOJprLYMy8Q8CCCNzfkPsHZJ2WXiKC256%7E-PHU5GNlCeX80gtIPIoXe290vo-A1HOuepu2S%7EH3n5ZzJWD2xKxaVONcq2wK3yRp3XnZ7A__&Key-Pair-Id=K6UGZS9ZTDSZM 8d609715cfb09bb87f5a9fabf3ec7196 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/98eef5e9bd43b475b9ca8956905c6e83.jpg?Expires=1776902400&Signature=kEG4cC4WdMh7%7EeajA5-6mF63stTWqOSpGWPA6GCU2qxO3xmFPMIM%7EVRMzIq28UjTqVY9CXxyJi%7Ewn0DC-5ftvoyhkr5LBvnBcP6uJnDAzC7NY50ErJ%7E0R6i1bMvUrD-jzQsZap304KAhnglhkrqBGkor-dRU3qDy3dFPhjPyNJTo3Dtz27xBNhqimqL7Ccc4YPRe7%7E2hiNo7NphKV-J2wCftiO%7ErDPrum-F-K%7Ex9mWWBeQk6hFA9IHn4jFZ2GK1bge0ngIpQ-pMkkOLcDS3UnSN3OQyZZC-iHvR07FOJcNOyd1KJtCV4pBIumbnCHV8yhEOFjlWP1EMUhfYr3TXSjw__&Key-Pair-Id=K6UGZS9ZTDSZM 87f2787cf19c9619662686f5c72d731a 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource Westford's Mike Niles (left) and Dracut's An Nguyen (Right, with "D" on Jersey). 129 lb quarter finals Creator An entity primarily responsible for making the resource Marston, Rose Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1987-02-02 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). Relation A related resource Item located in Drawer 19, Folder: Schools--High School Sports - Wrestling - Boys - '86-87. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_HighSchoolSportsWrestlingBoys'86-'87A_001_ 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.) Title A name given to the resource High School Wrestling https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/d3dbfea255d400b0ce4309fee123660e.jpg?Expires=1776902400&Signature=YlYRl1QTX-Re5v3%7EKRzbzdSivH-tw7JZKcLRUYAF6Oy5LeitdTa8OzYIPnfnTM2i4RlcMLHgVW5TeuEJPMYiyCMh20nDBiyn9XDdf78w36cKtiF9MtYrVDrteaCAcFiHz00aj4n8sNo8NOyRkyeDfcIoXoRUCw1Jnq4OqQUZjT%7ERRnrLrYFFTAyS03YQ7Cg9qXQDibnXxdP4L6srWLer6KOOxt9GCbIxiERvNiAurNnAZ3o0cfD%7Ervet%7ErfqJ--krg3UJdM4MAOx1H-vpW1%7EmXa0k2O5fK7-jUIGu2SqWd-ZJxp53DdKoKjLU6Xdp2jk0i6oGASnb3ZxYtp7LfDQow__&Key-Pair-Id=K6UGZS9ZTDSZM 1a5420933305ade82dc33f1aa9e01af3 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/7a94ae7dbd2ea2a398f296cc4a17efb3.jpg?Expires=1776902400&Signature=ANo5tU41cW1AOWawJcswBYUDj8rqOPYumf4OThFe345%7EbCfGHQgQ4S0DAVh0rrH6UK1emZLmegUbB5g3ML9RHvjE2NN5ZV%7EoFmrlAL4UneU9yGJqibqCIij9kldLTrwkN37HY80yQw250sSNqKdGUDYcUMqLmMagiWcwGM0DfckelTzLTnkjRJBozWnppb7N32Tb1x6ogxa28oabIoTr1nIN70qAb6nH8w-Hs1xcrU-ksjEkNbnRudXeg1bzF47qJdpDuawJyAUlgOyMQAqeLNm%7ErY1L%7EgdhPNdoKOtOfqRjq0e9Xwr0j6BslFpT%7EBo6yNBvSY8-9dQ7LA869hzjvw__&Key-Pair-Id=K6UGZS9ZTDSZM 39843f5a189ee764bd9eb4ef68af52e6 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource (Left) Alice Zaings from Salem MA, (Right) Jinah Suong from Danbury, CT Creator An entity primarily responsible for making the resource Whitaker, Robert Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1987-03-14 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). Relation A related resource Item located in Drawer 21, Folder: Sports--Martial Arts - Local. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_MartialArtsLocal_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 (Mass.) Title A name given to the resource N.E. Tae-Kwan Do (1) https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/d60829d1d5abf9d0a228e9b861dd4669.jpg?Expires=1776902400&Signature=AOnNgUgRBjeWEuZeD3MWZhbIJMneDN9wcc0QRvdFc1lIxVSxjkip-o2tLBvdbGOnH6nxw491gG2GSUplUqmdLX4t54INgk3Ela3urmRyRVJ%7EisE6uKyLfgKhE%7EtbykXWYdBpC1FLPVUTb2fUM%7E6-xW3pluRfT97rpNbzHBICA05XoXc9t8ffldKgjWn4Pc4RBgogvN%7E9yhChNnHPXs6aLfdgMylM2zqOF-MEyBr3WWX7crcmd0QwUzcvMXVgA3E97clBvwOP-N5YHm1oFGthK1mxzF-9twKjJfdQEBVI6uVogyipRnYTCIRq62Xo6Tcyr2uDxopxGCQoj7Gnd1d6cw__&Key-Pair-Id=K6UGZS9ZTDSZM 0f7108793c8a1bb57ed1ec8fff552e6c https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/33b96e69653c6b491726bcbea60205dc.jpg?Expires=1776902400&Signature=Ha8TffCktrcBGhHry6NZUA9gtKBe1aQLkZiDzKyChlLCWsPxKBHppywn7%7EpyuEB4UpVgYYIgKZSC48xhlZGYayG94iNtoZ2x8acopd3TBJK9RIsU84HoApcf96STqfPpbJ9CilGR6TM58pOuZ2OGXf-Ovln-VKRXBtB%7EUFKfKzW%7EkWfMCe9iImVWn%7E-Vv1GqPZFbhoTQbqdTjFDf9YIhmmNqQnvM7n4Z5JFgBDvxeX0593iHkBO5nuJwCFd3OPUrqcEOzbwthQwSu1OIitGQmsOgppf8akCUzzQFcgqkOmigjwgKvtrbhXhlb-t%7EPnLDFxaAUL1SfUbV5ueMcvTUgg__&Key-Pair-Id=K6UGZS9ZTDSZM 9ddcb0ab232349a07b607c4a955b2008 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource Left Alice Zaings (Salem) Right Jinah Suong Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1987-03-14 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). Relation A related resource Item located in Drawer 21, Folder: Sports--Martial Arts - Local. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_MartialArtsLocal_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 (Mass.) Title A name given to the resource N.E. Tae-Kwan Do (2) https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/03b89b025e99400ca696cd7a409ca866.jpg?Expires=1776902400&Signature=IxIZNkOrX6AtmJv8Iv8hh8VViujnrrJJeXYGO885pXREa4XzqOMB33ZxUpypqCiuuJmaG10C4axWH01bm5vlkGt0yiHQZKyehtAtuarcAwZE-fSI0Db9W-IT01T6F0T31lH0teqVxwNRObWlriQm5GJ-NUtVLEQp6cinH4Ajjt7A6vh1vnJx8NPy5ieHKKGKQErU8Rt2TQwJZ9SESRL%7EXEY0MVLHin76GuIJRDpIBkTxtIgfSldLVOUR2h4-7ph2KKUxEOYGb7pTxH8hKkCaI5AaFJ3AK6JNsCgyvHImYGanS%7EPPAaZomYjkWpLEZycq%7EKywbBuTlEp%7E2RcE-7Qx7A__&Key-Pair-Id=K6UGZS9ZTDSZM 9a242f3b94f0d7552f17036a139389d7 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/e3de7fbdc8d9b892cc34989d463a2e1c.jpg?Expires=1776902400&Signature=oFlFrvqUmj5Z3747%7EFrweeQz9CQn1WeLqtipO%7Ew0XgFCKpW0%7EYPWg3g06oEK2wkrcXHOZUA2FFxG4gxDH7CVrwRhG9fsEqxrrc3EBb7Urrk9hxeHQ8QcWQpZjnYdpkfR0Y5QK4K2uAxJovzfAGprRaHXPQ2gnUdxqYDYOrgh7oj1euyXjqfA0fuhE%7ESMqRxluHLo5j4XQCLZa%7E8cyj302ia4X6DmGtX2-KTQcOBkrVESCSs1DRWLU2Y%7EPmfzSBE%7EpLrEosXDoFrHlHm4L1UkUroQdte4uARSUl91JTHqlHbz8JJHPOTXC-VcXA4a22xbFGzyWpEFMDCCGJGBXE8AMg__&Key-Pair-Id=K6UGZS9ZTDSZM 43abf1584ee65bc6dd3bf5184e0a6408 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Creator An entity primarily responsible for making the resource Whitaker, Robert Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1987-03-87 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). Relation A related resource Item located in Drawer 21, Folder: Sports--Martial Arts - Local. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_MartialArtsLocal_001_ 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.) Title A name given to the resource Blackbelt Academy Master Nam An prepares for Championship https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/153f62cad8a70b8a8f905638e9f07612.jpg?Expires=1776902400&Signature=UrcC-8N2BEJ7GO84PHlIdbg-gJoaZpEO5CUkKdcJEFlMGLsByis9pg0yy5oQ64%7EM6K%7EEROManFgxo9F61cS77HXdVgusOncYxO6pUVlUx9G1GGvAm2s9eD4LSPP1aBucngN7FBAK-%7ErQaXjNFdD6KVDct-BuU%7E9MWkvPIUQid8uv%7E-dCQsDXcwSKpme77DYNwrp4yxOhTEmMQOWOORhFM-IAE2kSuhuzPafx0WSJtYGoHyqOmfx256EA6c7w3Fgr9l8MN95T1nLbw4nmw2tnjNZNBLe%7E7puZpmR6Qd2Wfor3Jm1D-6MCBSbiF%7EdVX0OkU6qOSLwRqNmeoSSfi3EjVQ__&Key-Pair-Id=K6UGZS9ZTDSZM e2453a1f17010c671da6276fce7193ce https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/00ed4d88c93f24736f23cf317982fea8.jpg?Expires=1776902400&Signature=s9mkSkJJUvVjvy7hbdg6ta4bbVBW%7EEhMKMLP3k0Azs6V1Vd-5H6ozqSnpfQ2t34aS3WR%7EnoJz9tO3CiwhPEJ7XRRpR-2t1nBmSmqzPNfty8xi0MNJpfaryg78CmFG3pzo%7EpBgiK9tGu3zT2gEIj6ofAnsURcvO9aUVtnH%7EJMFdstLLICijxH2RiypTwipY9Ah%7E%7EIeaS35oinWsi7ncCihJ7pAuJ3luNjdDcL5Rq3q4iyRtG93A-07wAU1svYnpw4l9P8tSR%7EroYoOTKqvGZgxoLGUEpcKH9AV1sYaKSiztOqi9OEBzl3gqWArP%7EDqptPRhDraEEMZo-uJSiRefmBfg__&Key-Pair-Id=K6UGZS9ZTDSZM 7b94aca4cf6de19c75d7b124af16e26a 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource Multi-purpose room Robinson School Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1987-05-21 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). Relation A related resource Item located in Drawer 20, Folder: Schools--Robinson. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_RobinsonSchool_004_ 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.) Title A name given to the resource Teacher Mech Noun https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/b8620c9d474f3c5b2a499dd585cc483f.jpg?Expires=1776902400&Signature=DAX%7E1Utx7%7EeE0QD7dmUgqYufMfwCoSZGm2QLevUbg3R7EAS6mA5WCt8rSHpVifs5wzfELop0MJJseMewdMKfExw9TH7oQdAGtPHiScMUHhfbbaUZw0Ee-cFUFYR9us9p83M5PjtHrJlJJz20uQFbc0KHSbD2SUgCGsXFC%7E6JvBC3mMWj334mFb66rvdzQeX6PbcFJ%7E0IgEx9mZTOAc3ZlgM9VZw3zSJXyYj3wu5hNhjWz9ZNJ77MbQVvwMcFwI0xWF2f3ZdWv%7Ein4k7BcucT7LyOeqT4Gi2IYv5JwDq2UNXcaig1besHBcnNeJS71hHe4B%7E8rb%7E-KjSn7VErRjlzYQ__&Key-Pair-Id=K6UGZS9ZTDSZM 38aea8ccdca1c7bdb7dd64f27cce2659 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/3ed4bd130c856e687b8dae79fc042e26.jpg?Expires=1776902400&Signature=ekvP-dgejXuDRoKvaxV9g2OBV-t0o8ZPRGpH8NUOvn1JvJ3cHah8iHIYqr7slMqRIu8bRK1%7EXETDXsUZPMGoMiVXqY1kxnKaYHz4dIJZ6qp0utZJChH7Ry5jRu9ici1HRtguQnaEMhURYtbFXq7x9nBGE9Ce9a9N49bT78J7a89r%7EJWRiLwLEWaG6%7EU2HfTKYli2RhZo%7EaxCVcj9yiaTP9aanBhs8YUsG2EGi695bNxe4E0q%7EV0k0L2-J-YLvubRjIhU39IXDoJw5t7vo1xNQhGmNLTCrRrTvWrVjHERQWhMyIABH2I00Necy3ibV4TCJ-2Z165%7Ea9BjPj0bx9dWGg__&Key-Pair-Id=K6UGZS9ZTDSZM 7fcd65c4ca6c5d97be1b37f498545cdb 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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 Junior High School Track Description An account of the resource Shotput, City Magnet's Van Sok Chun Creator An entity primarily responsible for making the resource Whitaker, Robert Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1987-05-27 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). Relation A related resource Item located in Drawer 19, Folder: Schools--Junior High Sports. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_JuniorHighSports_001_ 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/7e19d726e6db33e0b93ca82be9213d93.jpg?Expires=1776902400&Signature=YxuvovE74dX4TanYE%7EI-qbPWxKG%7EOMt5ifzsNT7w7pax3USG1rlf7LWw7U4aM97bEYRKfdzP8RtiyunUoer374o2UAdWW6%7ECZb81hP%7EmKYgQF9TtAe2f6pzxMrZOxGy-fI1tmgcdPziB6br5FYw0sS9x8xQgHD2ultyKWmHvW0Mod9O4OkqeOuBOPeAzyBfg2%7EJi49ItDRPiB3iI6koDJAY1iKISyKDlqWDI5czYWAV19dFzUqHC%7Edq1bhfXzkj6muMnkb3Dk2s1412Z8aeJO9oVlrhUK5uuAq20x03CCN8RwHys574X9SzmdQljMMbkIUoQnjYTOMVWErHRsy4-NA__&Key-Pair-Id=K6UGZS9ZTDSZM 521f7ec9a4f9d1933f975b8f03414427 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/88e9b6d3f6b1db550f543c01dd31e336.jpg?Expires=1776902400&Signature=t6TOk0C7AZS-uv37trhZ3ghj4Spv3TyGmRr0UTrF%7EsLDUhkAGuDUQjQLCPoMhRW0xIiXPDleovFg5sqb96t7WS8kEerJwFJq3VAXVP9XtdOb-Vpmic1zPWIoU5r9hbQj41tyJFtQKgQa3rEiAc6XvVE0ZcSpvbhs8XgFkqyvU%7EvH-dzkLkdjOXcG59ql6NlPPmpN0ulGH%7ETYVa2N7jYNFzD8vDWcd97eXWLQHbiBWWlATLqaGLnfxrGc1Z2wtx7qiY7v%7Eu5hIxsQYBuhxXVYU-NFFBi3YrY0ydvfWzir9495dHEuKnRhj2FPoRo5MpZHXN1GUG2nZA7bqbRSWJ409g__&Key-Pair-Id=K6UGZS9ZTDSZM 7d7da0cb32c88951f23f99ca193cd1b1 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource Gai Pho, of Chelmsford, acting as Vietnamese translater at meeting of Hispanics and Southeast Asians with Commissioner of Education. Gai Pho is also the former mayor of Saigon Creator An entity primarily responsible for making the resource Brow, David Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1987-06-11 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). Relation A related resource Item located in Drawer 13, Folder: People--Ph...B. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_Ph...B_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 Chelmsford (Mass.) Title A name given to the resource Gai Pho https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/43c34c30d71d3f0050312866bd627257.jpg?Expires=1776902400&Signature=grBjqO4A%7EAyfO-6ZtWcrRbH%7E0IYiCIuyNqwEh0krxXS2%7ESfnO48ItTJKt4ShbvI6%7E9HRjNr9sPNQL4RZVqpFjTWffDR6-v7L1rUnS0FQtkN8IUD2egX5UFHI4GkEU66UFs0CTBu4SC-fy7YC7ZUHV5NucjZbrVdvw0BD57E02eljs6PKiTXcOA8wOIaVi3VceBAhGAap7H1itLVS%7EUA%7EOuDYFDs2SXbB5Zde%7EMTlmsd9Rtj3F%7EnYipuDisb%7EfsEiaimwMkAeoVEi6-itFXm3vB56d5ZljzW1scmX-Npk8pvsHqVGcxHQmkpj5vEfftxTEWQTNsAsxhIFC0oHlFJ1xw__&Key-Pair-Id=K6UGZS9ZTDSZM 2add010e70b7674f4c93794e533b9b60 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/76bd3351e89ccf6c0a11c7fd86f2bf41.jpg?Expires=1776902400&Signature=ExyL6pDH2ZE1XOdPyDuY7IecHPkAJ7u-QANrfHBqXg%7EhhZW-KUWu-oRKmttkIeVHiq0W%7E8AxBMkH8ck4eFtY47SVaCkncskiD6KYmkz3AK1AdjTZpGyfsoolifdUU0nYgFARBHT1GkUYmvKyezHcGEt0EivKfPbFt8BrtfHLmee6oUQRR-Y2VJsqunWq6AgazUYXVmpLqpcH8gs9kXQQA8n0Dn5csR0Xr73aSoN65u%7EFNeTE4V0zkhpt5Q25YBezIQ4ZPqqUzXiRDoMh9LUK%7EXotmjNKfSuqw3eDo8A1SXhHS0U1r01PqLbDWv9dqj%7ES2wnsrfMayJrdiIDmADD3IQ__&Key-Pair-Id=K6UGZS9ZTDSZM 54299d8e2b3498b3bdfc9eaa66b597cd 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource (Left-To-Right): Chet Atkins, Ouen Youk, Bob Kennedy Creator An entity primarily responsible for making the resource Pigeon, Michael Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1987-06-15 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). Relation A related resource Item located in Aisle 1B, Box 6, Folder: Museum--Suffolk Mills. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_SuffolkMills_001_ 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.) Title A name given to the resource Suffolk Mill - starting turbine https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/fb66c2e485516f355959b87ac574bcec.jpg?Expires=1776902400&Signature=PLCY47NDAYZv-tIlZqlt-OsAJvJ97-Z22PvpMW6bwe3udOKyfs7S0fPdK7vlZ1hxfpCRgA6OiH-CmoLbzXtbXaDnlQ2Thg0KeCNFWQ90oOjLFaNHXmjupMx3SgM4VtDyUuCxGqq-GPVjqUB%7ELXpZN4L%7E%7EG6sgUDbhc%7Ep6UWR3Oe1r8H39gNZ1q1EUwk6Y7ju9-hZUjY26jGwO9WjF7eW2s3BGV2odrNdHlmiu9CqwpLSnWqXHPzgkBkHBASDi3tmTJylx-Jfyac-JmIjfYqoe-1ni50LiS%7E7DOURg0mlwsyZRzcKZGUba5kWTcVS2wvy00eFgIqtPcjvjKQH8tYCuQ__&Key-Pair-Id=K6UGZS9ZTDSZM 5c9bd7223a90bd34b797125ec5c790b2 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/52d1d4f922a8fe8dda75def3396dfcab.jpg?Expires=1776902400&Signature=cI9%7ElZTx0CVdtmUnNIklBP5GqdLsbvuTGxUzn-ZmHHhuKqfDjoRmxWNU1Za1vOYXDqYRQi6vXvNoeLFJ1nm%7EhY2jg3dfufCUHUG8viSZisOUawqKRPMicfX%7Ep38YwjLK%7EeKCDyKmrvpaegbfoVMBgQcNS7pv0C0jXAlQTCX-8QpAUOxdpIT%7E2J3w3ZkngdFaST9r1yuCSbJ%7Erbq-n%7EjpjyG74gQqCuZ%7EEINqPcwiEpVz7QhZajBPsMt1typhtmp7uf08iU9MCC3Arm1EM%7EzpsRjZFX5EMGx%7EPfFBVUfjhv6Uq5LoX6teHh%7EOaRmJMVa7czFLTMH7goNJWAmbLVi0ag__&Key-Pair-Id=K6UGZS9ZTDSZM 6e0f640a47603fed7a3f221c3d6f8f88 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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 Signing up for School Description An account of the resource Left-To-Right: On Lim, Vanna Lim, Oataana So, Sikou Lim, Sokan Yang(Cambodian Laison [sic]). Creator An entity primarily responsible for making the resource Pigeon, Michael Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1987-08-03 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). Relation A related resource Item located in Drawer 18, Folder: Schools--Enrollment. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_Enrollment_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 (Mass.) https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/7ff9690398701019a9415fbf57965c22.jpg?Expires=1776902400&Signature=pBeF52WqtLYaqmQqdbuwoL5fQJK1hK%7ECVFagQMomc9ItFzVrvhwJ4-JUcNvKFMp8PZjXrbwl3a2F1loRowLalXhX4VgPkNY%7Ejy0kAWttwpHJouEyBPf3JvCL0jcF28rKXij8tsOmLFezCEQ9iQaGAHg7lErj5DjyYT3HImDEmDuETyIn1GEtTF07Q2nqfjOAymJGvrYDeTk6WIDJQ%7EttZHwrU9Td0Pq0eZ2zBoLUjMCc4b%7EReZ2jn217Bh39FVALOp%7EltcS8SYk3Gi2VlspgWNRZnFZ74YGqboiL8-g092Szl0k%7ESDBDquk0zfiMCC5cjDUNyf0hYs23Z%7EkVI27FWQ__&Key-Pair-Id=K6UGZS9ZTDSZM b1967eff77ff648172b8ffd3e6654234 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/48322d4172ca21421a6150e9e17ef9b4.jpg?Expires=1776902400&Signature=DFS6N-rczKYo2VBmLQkZpjNnOKuLP6XEvSZkKLbq07rOUWSCBZaGTaIGjFWdQJ3W8uIVsDVxhn147Y39AzZUFFDKySYnitORw4vGbL-0XuIFA9-zrwWDdn6D9fFbmQPSfSUEX9zcKxWWIr-4sVDWpWC6jRquhBvOiK%7EMViDr3wu6EKb0dndoh1ysZH%7EPdrCQEy1by7b0lIHIP796yVPIOLxoH%7EOSHr9nsxmohgCsBZcjwO0pUk%7E-asFZVLmv4HdS0QTFjovM8wpd9cH3NAJ9bDsmvBAurksQCGZRkVo4J9yyM8RyuPUkzESYXQW9iOKsHgPUIBWqaGccCv-9HQNFKw__&Key-Pair-Id=K6UGZS9ZTDSZM 407589f5625632dce77e416f8213099f 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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 Fletcher @ Broadway Creator An entity primarily responsible for making the resource Hunt, Richard Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1987-09-28 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). Relation A related resource Item located in Drawer 18, Folder: Schools--Busing B. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_BusingB_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 (Mass.) https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/e8e9e131f85051a8fff199fae62c5fdc.jpg?Expires=1776902400&Signature=Wj8bEqP7sBxchuK3vtRzdXrfu1paUFPeFJgnAJlypCx2Mi2fSxpAnryxORWDg-g91bEni4PQH1jYYNorsDcMbzRXYvpy2f-GQK-Xk3u7-m5sK3db7Jd6UJFe19k5dYw0b17XDe704u1ra1ZJSdsM3UhNzQAZZEymMVov9xnY3t-5LOHheHbMfh4qL7%7E6p1AbpmYf1NZnCrMqmHNzfZEfXw8yM1tvDGalhlK8VaSJ01ZTffylrOqP%7EhDRlJlPUqQ75F9eK9Qe-ko532wEUyAmirUQZQgl0pifvyg9X0PmT7d62WPf93bbZP6mZ-CMls3tkC%7EMmaOjknAAkvBlqERoqw__&Key-Pair-Id=K6UGZS9ZTDSZM 051349b58d1de145cd84b7cb65461baf https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/e206e1f402006950948e8356800a61bc.jpg?Expires=1776902400&Signature=fDHEX2FpnW734rJiPPPFHWUIQFU%7EB4x6WetGwk5NwgdrjGK82VurmiKQlR8Z5tiinaEveCDQI5bsNpHv6RaiF-P4KAF08PnPzza4bO1vgbg6Sdo3fZ1OX32J8Lxt79KY5aWHny3ecsSW0E5WgEAeCwCwlu90aM%7EiOCJBOffkT2z2J62a2ooT1Mu5MMw-rAkUJr5NhF0hywnz7Sf77j0p4J1aGmxRHUKgK1kZtMkzD1EXdBJmrbw7iozokRv0yctF2ArdqPXXGW3mTixuE8b4FCLA55kBUit%7E1GPdfY6hBl8eFdfowzfMjRtmfQw7uhrYvXE2aPmt2%7Ek2EDqMTy2WAQ__&Key-Pair-Id=K6UGZS9ZTDSZM 29542d954cfdbca0f15e56a54dee6e99 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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 Broadway @ Fletcher Creator An entity primarily responsible for making the resource Hunt, Richard Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1987-09-28 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). Relation A related resource Item located in Drawer 18, Folder: Schools--Busing B. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_BusingB_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 (Mass.) https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/9667a06c6864df830f5ca99b7d1d4a9d.jpg?Expires=1776902400&Signature=tWiueUjYH5Is9ldGGt4rk2U8IUu%7ELgBhvkN9EpvGbWo%7ECpszGNyP6GTs2YM1SWB-K1RXlbHZLDSjKlWiDvYN%7Ee9MtlWU-POfO7tRA2Vob63QHh8Qd2SJdXmtEv3bSi9GRr2GnpQPZdBdg7xu4EgnZjVd7hOZC1CNJZgC809-%7EDB5YmVFM8ARrKC7AtxUyDwhpnNzdMJ420ptUdsP-nhx%7E6HcFxXXCbbj3hDp3e6fnPu3MCDfTiEtZ3He-Mim7y-FE3VohNBzXlSh2HNy85j631N1ulqLpNI%7EI4%7EU0G-CansEVGdjR3INypxtJw-ugZtfdpQlxoNMQKRi2dkX-lwwHQ__&Key-Pair-Id=K6UGZS9ZTDSZM a0cf7f3bba67ec7379e60ffa4210e23e https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/021d2650a758635c9dc9a1aa2501be57.jpg?Expires=1776902400&Signature=gr2Fgcj1RL7zeA%7EmnaJ-zUeFJSFOS%7EBKvvFKWxt1whkACXyvnBSETHIWJWSpkgBVU6-OlDhLt3SccNe3x%7EAiqVfFt8WPhinsG6DTNY92UlP%7EuyDBflZEN85AGjkABpL9K79Etyr6HjCZv8Da%7E6FVCHIKFcONMkeVQ811n1J2yP%7EpZfCkvzHKzWbSrwtdi%7EQcOld0J6vLSKQBKtCa38hi-bOWmqgM0JOeWTM76WDBwXAUW9fFQMGdXCXpBvj1uwOXzaLreX95Drd-ULWtVRDyuJRjFRU6SbJizxwPu3UGq2HXdpp-LCCSm8OUsiT-ZVm5f0xVVGB0D-yp360lpL7JhQ__&Key-Pair-Id=K6UGZS9ZTDSZM 9ed55fc53fd1f0d3960723ba31e356f2 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource Sophorn In, 11 years, & her Brother Verum, board bus to Reilly School on Gorham St. Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1987-10-23 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). Relation A related resource Item located in Drawer 18, Folder: Schools--Busing A. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_BusingA_004_ 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.) Title A name given to the resource In children boarding bus https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/42e77e1408028b71afc2f72bc607f08b.jpg?Expires=1776902400&Signature=FSkblHkttgp70THg5vTMYA6tIW9Cd8IitR5grrwTpWiDHLt5srL8OqhiL7vGCDrH2p9WHzFLIRQAHK8ifUnI9EHMzj4cW551lpRsxo8f17Tum8YkgjTrE3X6-nGv8Fq69mtZGA256GmlVwq3pRO1mgMSDj3KyJIXKjpqdy3X81FRiHFJOD4XoqlGbtcosO2rhEHRK5EII1IPraGsOF%7E1b4eh7Hq1lTHWSCSOXa1cHAHR6-iup-Dv0DPrOa%7ENWA2K4A7QxZLfft6Nr2SIyORVLTvv1sT6Z8tKsS2PZSfgdI7YdIfq-IIrAiRso6lSE4y%7EbrRz95KGip7-YS0w6JWQzw__&Key-Pair-Id=K6UGZS9ZTDSZM 3abfbb0eeb14214d90206ae7fefda56f https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/1295407560d156cafddc126869e73801.jpg?Expires=1776902400&Signature=XPeiDwLdB8ad6KB8MMuqB-QHOHZKAes1oeeLKBSd1rRY8dSYKx7HcUW61P2yAgnrlzNMzTlti78Yd61LE07uPGlr34Bb2GhOwcfSeAKJr8XjNn5cXMIcG2vZ7O3DUZAz5ghwJW2bORpnfncjVHj2ClQGI9p15AQDGjrZ6jDPWOGXZLrFxRJ8Vi5Atiov0ujVUDtvoSmPU1wxX1Xcu3%7ED6VcttbIm3mQM6MFx5ducrG3jKy4FcHFcyFI6hm21qgzsnv9iCnWgguWu4MHT2KbOhJpdF%7E-gx4xj40k2eP9HHdjZF4%7Ehr0Peqj8pteREIN4nNV8fIQjPnNU-AyXks1vjVg__&Key-Pair-Id=K6UGZS9ZTDSZM 334aa47a05e69e5cf0752b28fec1e3e7 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource Reilly School Creator An entity primarily responsible for making the resource Pigeon, Michael Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1987-10-27 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). Relation A related resource Item located in Drawer 20, Folder: Schools--Reilly School. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_ReillySchool_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 (Mass.) Title A name given to the resource Teacher Carole Heelon, Student Phen Chhor https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/67afb93798166295afc556a86922ace3.jpg?Expires=1776902400&Signature=d4qcuHWEvs2OBK2f029sFU%7EKORuyyxPY0Cv27ZFCOviEAZnfzKunkcsw4itWFDzAwCk-RB2OXD-isZIwHcSK4DrSLWj6sF9ZOK2jBiePal4sisMHKBSc03fGbBaPqnQhY3qe-UKjVXDAefUUDRzeXf0unhJbvopE-4PRLrMrbEPHYF76Pp%7E0sT9Yrw8w0Hmr5n4T5w49IZpfscXeaW1uHm0R1UeyHfi5BblFbJRbOab67%7E4ny3SJaxrZBnLTMp6dllXf5Jgh3R77XdF3hVmhgf8wVBzr3jyUA5feOf9H0qJg8drSlMJQ5zEed0ag6VNQTGsMO%7E8ZF2ACknAzsGK8jg__&Key-Pair-Id=K6UGZS9ZTDSZM b427994195dd74e17a11940aa6b38077 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/5f458b1da35c123ea159f719d55621b7.jpg?Expires=1776902400&Signature=L-hmlSVHTStmTLOFz0TfkVPTS3TEf7BJuuRAq932%7EoFrc4K-b6Xtx-yYCO8HwZDGnXm1JMX2ZkG61HsH2LVH54S84e9HtQ%7E6eHPp4k1foiVzRIgl6uRC8Nj3HQ2wTLkisae-OvIn9ugYGsYjtjX6cHaFiJOm4EsYPjqHu1ogZ7-mELzDR2HQD22e9%7Eqhei2EiraEZB1G4dq73CMGaf99aL8mbsXO2JKIk9%7Ec1YSEsWWJage83stteISS6vbvOsxJE233dtMQ%7E6SAj6abpsTx9xSAAumEie3BdJh%7E8PeTfwTe-k1g-UVqu1MvGvSNkLaG3g0ccZsU1ZLsxUC%7EyAIQgg__&Key-Pair-Id=K6UGZS9ZTDSZM 6c863068678e72720087dc8412d9d1ff 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource Left-To-Right: Seryvan Khun, Nicole Kanaracus carry milk to their 6th grade Creator An entity primarily responsible for making the resource Pigeon, Michael Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1987-10-27 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). Relation A related resource Item located in Drawer 20, Folder: Schools--McAvinnue School. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_McAvinnueSchool_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 (Mass.) Title A name given to the resource Carrying milk in McAvinnue School https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/f6195a96e69c2824c88dbecb68bb00d2.jpg?Expires=1776902400&Signature=oGMguGOjcKKNYczlWqUwGAteCqntZkS6%7Em1JXJ-OK4hTgqYvU9zEIdppPJ7a7oZSWvxSm88GMXLoFlgqHKipBLmrROcmc4TOfxaMqsZ3gazixw%7EGEWWERze5PdVBqCh3NwGMd2YojOlXz6uqILy0Tg6CtkPu096Yhn45eGqd-7t-%7EwZ%7EWyjvBhz5bk8xzal3zCUvZ7hZgJD7JiJorl9nTFeO6O%7E%7EtpHyNo0ZPjz4er7vbWQA6yJAxLBtovE2pT6uk0Ub8gTuvd5OF%7E8Ga5jbVV9yFdIZq%7E2u65FJ1Ws6IZyKWzjKVoS5V7YEeuNFV-AuIP-G3FKZbXKjgtkXGRHN2g__&Key-Pair-Id=K6UGZS9ZTDSZM 07ff4a3f7bc3c9fb8509aa702b6824c4 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/837f51de7ba7362c668aaf80ea5eaca6.jpg?Expires=1776902400&Signature=AIdPVj3n2DxOsQrcM8GNc0SezxdjqkYsAmNZFluwEcxbjvAkYVsmAOZfw496oWq23IyLEFyb7xQpungsCB61xkyQHNKogGARH8j6-9lHrNrCtVHVSQNKR-MFPPI3QFXzSG9ly8LuzsiecU8b%7E9sEPCX7yDv-rnK7u1raDVsoyWcSCa%7EDlBQ0ctyMhOYBhfLGMQI67SYT9Fk0kJVNCmX4b2fK77vEKnXckVUcznjnPRDpdU5AhGx%7EQRA4-xU6DTjrO7891H4IoJxhE%7Evngsptzc-HtYa0P6xmzbF-O9CHmKjOsV2vHbYIQ6MlAA4xrKaRYdd1dw8TNAda33TSrqToJA__&Key-Pair-Id=K6UGZS9ZTDSZM b3d91e380f5fff49324cfc5d97877fc8 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource Peers over seat as he heads for school (Bartlett) Creator An entity primarily responsible for making the resource Pigeon, Michael Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1987-10-29 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). Relation A related resource Item located in Drawer 18, Folder: Schools--Busing A. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_BusingA_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 (Mass.) Title A name given to the resource Ngarun Houth on bus https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/41ca0568f7ac65cd9920aefb0a6f4313.jpg?Expires=1776902400&Signature=lQDny1pnTmfJNyQroO29FI82IbzAdZjwoBWh4UsRY8Ssi4J1STIoNPl1ZtlwWlVJS0GtrjXWz7Pf-0UrUSvv%7EgCuvsEIvth07NN8%7E5oHuk0wExVPrVl5J2JKWwkhvswvtQQI1NKIhtrYzW2nWjLMNOrV54ar%7EQnW3efvp47N9ytuSeXKTHvGQEqEcYz-nFklhCebwYLHfZ%7EYjNRYVC-QqgW834BoK79Ee8iWqUtA8TLjJ3DZTWOWy%7EiA-MgzdlkImqHKiVdO2ltWXVw0iMD6mUTe2OR6J5CeOffamafGQ-p%7E3OpPx9MgiHJyvsIqJfUKcA6ukgCcKWD7COcwnd%7ErGQ__&Key-Pair-Id=K6UGZS9ZTDSZM 52a3bb40ddfcd318510d0dcf9967974b https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/3cc05a62e1f4d2fb8ea0c46032ce651c.jpg?Expires=1776902400&Signature=ps6kOGEtu4hJKaYSHG-x5brFcKZVcyjxU421fz%7EjfBortuElJoaSxPpJM7PeEVj1d4oCGlBa6EqxM5t8q%7EGnsVNNZwXoOoZzg2bz8EyjQBMwbBAdRUFYHatsY%7EJ5ltzozZKaHZKDaYVOymY0w4cv9TT4kMmVM2Mme1k2WSxOFF7dtHVRF7PdcDShNJcfi8IfgSfKNJ2lDh-05nbCM%7EZq3OMQ%7E41H-iM4MqquS8-z-7nTDFM7bh7nZJ-ARcfoY-wHLk0vlGxeBlIJvx4xSIcCJYmGwSU251wzzY58ED8W9OaRgH5n%7EgF-70%7EQTSlUqa2lQZ9S3Vgkcv9du4V4F5L09g__&Key-Pair-Id=K6UGZS9ZTDSZM 6cbb05e7368aa63d02c4ca0d8e0a68fe 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Creator An entity primarily responsible for making the resource Pigeon, Michael Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1987-10-29 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). Relation A related resource Item located in Drawer 18, Folder: Schools--Busing A. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_BusingA_001_ 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.) Title A name given to the resource Clifford Morin and Aravanh Lakmany head for Pine St. School https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/df8f505d86849bf953a32635611855a7.jpg?Expires=1776902400&Signature=WdTPp9r9qqwFojv%7EjkIhhUK9rJCMTunxRGWc3hTwNalwnwd5zSEaqKxNyYpi8V4lk7GD0Y9xjU6e1riAQrvNakqqBJZ2uvnvbaq1qLk5bBJB14Zx5IkUA3neDgwm31iHoMprcMH%7EWtBGQ9MFrcJ-YuYQM7rHeHp2gYwyVJWCyGQt97-d9%7EjWBYsz10hxhxrFBf3dyCcGwMe-uclNINN-mHDQZyFxPYFuymk1HhF0AMUPOF2rdFO6rt3%7EIblwy-FOdpcFRcondRWx2BsADh0CyUy72FNMQQeKcHp%7EIIF1HAURwscox25VRbzdnmXPwST0YmoZfixsWjR-A0A1YcI74w__&Key-Pair-Id=K6UGZS9ZTDSZM b985975de9ea2d430920f6cc21209a8c https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/3212d110461ef22090edf502c006dee0.jpg?Expires=1776902400&Signature=BNpRk89VN%7ExXm1aB%7ENoqewu9znw6KHCfI8cj1C068JxfDpGC5KZ-Am8KQdyB16zQBISCcyvgPyKPDsgYa9zJN9eB7vWMSJnH62YHxXm0e%7EGHKiPTjePLu2s0Tsdoce2vHhuTD6okycGl1K3CORvIzPWOYaFkXThGJXXSkCnyHQMoFzulUnbos-BdaaEVH-lPqFcraXv1cpGHJnDlSX2wsjFWfj-sjWYqurdTKz7PmShIjyrAb8EHYCAwcFn4wHaJb92qpj-%7EdBKZfTlDFKjp1tPBWCCVBK8SIK6o6rkGUvVATv7zW7rGrWDGg6EKgpckAXAoNZ6uqdbSPD42u5-WiQ__&Key-Pair-Id=K6UGZS9ZTDSZM f597913748a68b877c86e9d2dec5e8c8 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource LeBlanc School (Left-To-Right) Lara Phan, Taylor Carroll Creator An entity primarily responsible for making the resource Pigeon, Michael Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1987-10-30 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). Relation A related resource Item located in Drawer 19, Folder: Schools--Leblanc School. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_LeBlancSchool_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 (Mass.) Title A name given to the resource Big Sister, Little Sister https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/af54a8b39a697569a10c387b75379e1f.jpg?Expires=1776902400&Signature=qzxT2x8n5pYjPMYm3kpergo-JltFTAJt4Qu65WajX9W9%7EbJagTtDJcXJo02Dsp15HJ3HtDqJsuGo8sfgyfjw4dZrRC3HFZ6n8nDK0wgCRdRTM8me2tAIZM1K1OQDbPUlFmhjaRFBheGtf0rtgdcwQmfTXaREUoBDMzQUABQt51CZ9OmzxGakFrIwbVfzW7KBI9r6mOHi0ev7gZCuSbb2eZ%7E%7Em43Saeb4vN9JcIeVczqvRk9NBuq9-nNXTkgMHiT67L9tmSFkwdHDVcMXNApcaGY81iniuhTv68f4ffmpqT0bMANlnoqT8Xzaj-5v-HpNabAy8yhiCWoZGnV7LOJDsw__&Key-Pair-Id=K6UGZS9ZTDSZM 5ed998dde7946180f89b48d260d6d46a https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/c3cadc783b5de35604a904c24f8bf73d.jpg?Expires=1776902400&Signature=An2gFIly5JfsWHRFk4kLykLr36NqD9x6g%7EsjJofX2LCU4r5NrdaTX92CS0CHeWCAX8mlmP72YEghTB6mi9-w-8iKV7mLwL9xR9mJHkDjbm0aVot8Az49f-h7Jk3In9eiFrhDmxPB0RULNi7QSb%7EBOUD4a9zVGEorVT28ZYfsO2vA0oyG8SKGWzp9P2fG4NltePpPurZTwvAHTeuWUUc6KrB06iwJnVhRhXgRv19CJGv2IM1zhDiWf8qdKcUr706w-mhhC5AkFApHZ8zbOcsB2tavNwoOGBVFyHRpKRo-q3CtMzYtXIdoHfcu4VOIVHqWLuzuwKokDmzHdx3gTCTLNg__&Key-Pair-Id=K6UGZS9ZTDSZM b9b0c60e551b123a5c124cd84fa23a17 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource Chris Ricard, Ha Luu, Dawnelle Comtois, Patricia Zebierek Creator An entity primarily responsible for making the resource Brow, David Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1987-11-10 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). Relation A related resource Item located in Drawer 18, Folder: Schools--Greenhalge School. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_GreenhalgeSchool_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 (Mass.) Title A name given to the resource Greenhalge School 4th Graders https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/1013bd5097e6061f9747f31767a543ca.jpg?Expires=1776902400&Signature=TLjJrHalA2VHtYqq2RW7osSjq4xfPHSRJSAzMeXkKdUiPp4cJokR1x3N1FrFnUXDVPZAfa8QDfKoerWeO91-oJVhZdgl5laKU45S0Y-0HLW8m9uMX1G3mJKT8J1bLJ59n21yxPmo%7EMCPSylkb3oHdgeAPHVDQ6u08d-nx27OawMY12q2czKcQ2%7E4ee-HB4CgHi2xQvksNMaiUDGdX-jrzKAiVTa7TAqlDORmkOG%7EjoahEtKMg4Kuv2yRuG%7EIspL9ko-ftika15iSF7x0jQhOTJ9u8CERxdBJevbcnSJ70-N38nq7d97H9OOaSPo2wwB0K%7ETGc8kaGwep5MQZu2nZCw__&Key-Pair-Id=K6UGZS9ZTDSZM 7a360dd4b9e35c9923852c358ee03ce4 https://d1y502jg6fpugt.cloudfront.net/37070/archive/files/5f5eed043fc0c9f03138d261fc88cc74.jpg?Expires=1776902400&Signature=vqhict-FvQ2LjJwAwSgNVPfYmaeRDv6xWOEblG3Z78B2sc1%7Eq7p2e0hJJ-frefU-2JgxA4oif3hK9iurRwGzqQmfasft9zy69l15k%7EsMZRnhjeuvpCOqf4GOXkBhJtrMto1LH02Y1JTRdRy5ZZ19k9AH7YoBEhBIhrnklnkz8N5IosbGzNpKCJxxUXu%7Er5NsLVbmW34Nx1dQ%7EX0q7N-U1aUQ6NMLVsdQNP2HzRXvkJ%7E8%7ECWMPwdu%7EpeKxW4fAhkzZijWj41RtczGe3RXZ6JuOohvdEJWOtTqYoUAu76a9w7SVnyrjyPRyzd2xnEtzcLYZgxeMsPOC9ay9l2xJq-J4Q__&Key-Pair-Id=K6UGZS9ZTDSZM c3038700860c21d3157e4b61147dbe27 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 Sun Photography Collection - Southeast Asian Cultures and Persons [1983-1990] Subject The topic of the resource Restaurants Supermarkets Markets Dancer Laotian Khmer Phillipine Food Vietnamese Harvard University Cowbells Musicians Tourism Laotian Indonesian Princes Buddhist Cambodian Photographers Students Buddhist Chants Posters Intimate partner violence Laotian Cambodian Speakers College Professors Carpenters Family Brothers and Sisters; Siblings. Memorial Service Filipino Americans; Filipino American women Items, Thailand Entertainers Food Industry and Trade -- Employees Businessmen Children Thai Description An account of the resource <p>The Lowell Sun Photography Collection - Southeast Asian Cultures and Persons Collection documents the rich cultural tapestry of Southeast Asian communities in Lowell, including Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines.  These diverse images are drawn from the annual National Folk Festival events, as well as from photographs showcasing Southeast Asian children, students, entertainers, dancers, musicians, doctors, entrepreneurs, and women's rights advocates, highlighting their engagement with the Lowell community.<br /><br />This digital collection is only a small sample of the much larger Lowell Sun Photography Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History.  The overall collection contains over 20,000 images, most which can only be accessed in person, by appointment, at the Center. These images were originally captured by Lowell Sun photographers to accompany newspaper stories. Photographers frequented local businesses and events to capture what life looked like in Lowell at the time.<br /><br /><strong>Please Note</strong>: The selection of images in this digital collection was primarily based on the probability of featuring members of the Southeast Asian community, primarily determined by their names.  In cases where a direct link to Southeast Asian culture was less evident, photos were chosen based on naming conventions specific to their respective cultures.  We understand that this method may not always be accurate, and welcome any feedback as to images that may be unrelated.  Images include members of the Cambodian, Thai, Vietnamese, Laotian, and people of the Philippines communities, among others.<br /><br />If you are interested in seeing the many other images in this collection that have not been digitized, please contact the Center for Lowell History to make an appointment.</p> Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Creator An entity primarily responsible for making the resource Bridgeford, Bill Brow, David Cauchon, Bradley Donovan, Dan Gregory, David Hunt, Richard Malakie, Julia Pigeon, Mike Whitaker, Robert Date A point or period of time associated with an event in the lifecycle of the resource 1983-1990 Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History 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). Relation A related resource 1st Floor Filing Cabinets 001 - 024, 1B Section 1 Format The file format, physical medium, or dimensions of the resource JPEG Language A language of the resource English Type The nature or genre of the resource Image 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.) Identifier An unambiguous reference to the resource within a given context LowellSun_ Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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/. Description An account of the resource Front(Left-To-Right): Jim Silveria, Tim Savard[?], David Lamarre. Rear: Kevin O'Brien, Thuy Huynh, Mike Pepin, Allan Urgent. Source A related resource from which the described resource is derived Digitized from Lowell Sun Collection, owned by the Lowell Historical Society, housed at the Center for Lowell History. Publisher An entity responsible for making the resource available UMass Lowell, Center for Lowell History Date A point or period of time associated with an event in the lifecycle of the resource 1987-12-14 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). Relation A related resource Item located in Drawer 19, Folder: Schools--High School Sports - Soccer - Boys - '87-88 - B. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LowellSun_HighSchoolSportsTrackBoys'87-'88B_001_ 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.) Title A name given to the resource Lowell Track Veterans