Three members of the public addressed the board during the public‑comment period on March 20, pressing the district on services and supports.

Melissa Taylor, a Bellevue School District graduate, dual‑language teacher and Bellevue Education Association board member, asked the district to adopt a bilingual American Sign Language (ASL)–English program. She said her son, born with mild‑to‑moderate hearing loss, was found not to qualify for specially designed instruction during BSD evaluation and that the family moved to Seattle to access an ASL immersion preschool. “I urge you to add a bilingual ASL English program to our schools in the name of multilingualism for all,” Taylor said, adding that ASL is a heritage language for some families and that the Eastside has limited deaf‑education options.

Christie Swessinger, a parent with two students in the district, urged continued emphasis on literacy and early intervention, saying the district’s new materials and curriculum adoption show promise but that “we need to make sure… students with learning differences” receive effective classroom instruction with fidelity. She raised concerns that some parents of students with dyslexia have said they are planning to leave the district and asked for stronger systems to ensure classroom implementation.

A representative of the Wellman family and a student identified as Joseph addressed the board about IEP and disability‑related concerns. The family representative alleged the district has used fabricated CPS (Child Protective Services) claims to intimidate families and said copies of emails were provided to the superintendent and called for a response. The student described delayed identification of an eye problem and recent assignment of a paraeducator, saying the delay had affected his learning and focus. The board provided the allotted public‑comment time but did not take action on these matters during the meeting; staff follow‑up on specific allegations would occur through established administrative channels.

Board members thanked speakers and referenced ongoing district work on dyslexia awareness events, parent outreach, and implementation of literacy curricula and assessments.