For Jimena de Pareja, helping Spanish-speaking families navigate the public school system means more than translating documents or interpreting conversations. It means making sure parents understand their children’s education, connecting families with resources and helping students envision futures they might not have thought possible.

That work has earned de Pareja a Latino Excellence Award from the Massachusetts Black and Latino Legislative Caucus, recognizing her contributions to students, immigrant families and the wider Franklin County community.

State Sen. Jo Comerford, D-Northampton, nominated de Pareja for the award, describing her as a community leader whose influence extends well beyond the Gill-Montague Regional School District, where she has spent more than a decade helping Spanish-speaking families.

“I’ve nominated Jimena for the Latino Excellence Award,” Comerford said, recalling the reaction of the district’s superintendent when she shared the news. “She was so excited because of the impact that Jimena has had in not only the school system, but the wider community.”

De Pareja said she was surprised to learn about the nomination. Although colleagues encouraged her to submit information about her work, she initially hesitated, believing there were many people deserving of the recognition.

“When I received the nomination, I said yes,” she said, “But with so many people around, I think they are doing the best.”

Originally from Quito, Ecuador, de Pareja moved to Turners Falls at age 29. She arrived with a background in education, having worked as a math teacher and hoped to continue teaching in the U.S. After enrolling in an English as a Second Language program at Greenfield Community College, she began working with the Gill-Montague school district in 2012.

But her own experience adjusting to life in a new country helped shape the work she would eventually do.

In a 2022 interview with the Recorder, de Pareja recalled how difficult her first year in the U.S. was, because she did not speak much English. When her son began attending school, she struggled to understand where to find assistance and which agencies could help her family.

Now, she works to ensure other parents do not have to navigate those challenges alone.

Her responsibilities include interpreting parent-teacher conferences and individualized education program meetings, explaining school documents and helping families understand the expectations of an unfamiliar education system. She also connects parents with resources for health insurance, medical appointments, food, clothing and financial assistance.

De Pareja also helps students prepare for college, guiding families through applications and the Free Application for FAFSA.

For many families, these processes can be particularly difficult when parents have little experience with the U.S. education system. De Pareja said some newly arrived families come from communities where children have had limited access to formal schooling, making it especially important to explain available opportunities.

Her work extends beyond the school district through the Heartwing Center, where she has helped connect families with English-language learning and other community services.

Comerford said what distinguishes de Pareja’s work is her ability to serve as a two-way bridge: helping families access the resources they need while also advocating for institutions to better serve those communities.

“She was an advocate for system-level change, for community change,” Comerford said, emphasizing that de Pareja works toward both immediate relief and long-term improvements.

That commitment is reflected in de Pareja’s efforts to help students build relationships with their peers. She organizes opportunities for Spanish-speaking students to practice English, participate in activities, and join sports teams, believing those connections can help students feel less isolated.

Her long-term goal, however, is to see more Spanish-speaking students pursue higher education.

“My dream is that all of the Spanish speakers have the opportunity to attend college and have a better education,” she said.

De Pareja pointed to students who graduated from high school in 2025 as an example of what that support can accomplish. Of 12 Spanish-speaking students who graduated, nine were accepted into college.

She hopes those students will become role models for their younger siblings and help their families recognize the possibilities that education can offer.

For Comerford, the response reinforced that de Pareja’s influence reaches far beyond any single role or institution.

“One story can’t capture it,” she said, describing the many people and organizations that pointed to de Pareja as deserving of recognition.

The recognition for de Pareja belongs in part to the people who make her work possible. She credited colleagues at both the school district and the Heartwing Center for helping organize donations, gather school supplies, and provide food and other assistance to families.

As she continues helping families navigate unfamiliar systems, de Pareja hopes the award will reflect what she has worked toward since arriving in the area: a community where language and financial barriers do not prevent children from receiving an education or pursuing their ambitions.