having access to english lerner programs. -- we are looking at english learners having access to english learner programs. we are looking for students with low test scores to have access to accelerated programs. >> i want to be clear with you and with the board that i am not saying that i do not agree with the direction we are going, with the policy change. what i am saying is that there are a lot of families, and as we get deeper into the new policy there will be fewer and fewer of them who will make arrangements and decisions under an old system that is now going to change. those families are depending -- or believing the arrangements they made are going to go forward. if we are going to jerk the rug out from under them, we need to tell them as soon as possible, at least to help them with some kind of contingency, because these are families that both parents are working full time and they are expecting their kids are cared for until 5:00 or 6:00 at these programs. >> thank you, commissioner. i think there are two things to share. we are doing everything we can to make sure we are not p

services to the students that need them, changes in transportation, questions about how we serve english lerner students, and how we strengthen our dual immersion programs and are pathways and those in the bilingual programs or those who have not been any kind of language program at all, how after-school programs -- is this still working? ok. how after school programs serve middle school students, issues about restorative justice and school climate and how all of that word in middle school, and looking at how students in middle school are prepared to meet the new graduation requirements, so all of those things are connected. that is the redesign process, in we are really excited about thinking about how to of conversations about those topics and to share the information across the departments who are working on those, so we're in the process of what kind of community engagement we can conduct around these issues. we have to look at the time line and what information we want to make sure we bring to families and to give useful information from those conversations to help district staff in shapin

looking at the english loaner programs, where do the spanish- english lerner's live compared to where the spanish programs could serve them? is there a match with current transportation routes? do you need transportation? do they live near the program? all of that will help us get an understanding of where we should think about creating routes. it