Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the English Learners topic
No spam. Unsubscribe anytime.
District outlines interventions for English learners and long-term English learners in LCAP
Summary
Board presentation flagged LTEL outcomes as an urgent focus, described new EL coordinator assignment and software and outreach strategies to support reclassification and parent engagement.
Bear Valley Unified staff told the board the district will increase targeted supports for English learners (ELs) and long-term English learners (LTELs), including assigning a district-level EL coordinator, maintaining specialist software and expanding parent liaison work.
Context: The LCAP presentation identified ELs and LTELs as priority groups where the district must show growth under California accountability measures. Staff said the district will align measurable objectives and use a combination of curriculum, software and family engagement to narrow gaps.
Staff reported specific subgroup indicators: only about 3.2% of English learners were listed as considered prepared on the California dashboard indicator presented on slides, and LTELs showed large negative "distance from standard" scores on state measures. The presentation reported LTEL-specific data including a suspension rate of 9.2%, chronic absenteeism of 24.1% and a 0% college-and-career-readiness indicator for LTELs in the materials shown to the board.
Planned actions described in the presentation included: maintaining Elevation (an adaptive software product) for EL instruction, assigning a district English learner coordinator (identified on slides as Doctor Crowe) rather than relying on site teachers to perform that coordination, expanding communication through a parent liaison role, and quarterly ELAC (English Learner Advisory Committee) meetings pulled back to site-level meetings to build school-based EL engagement. Staff also said they are considering a district-level classified "student liaison" position (bilingual) to provide Spanish-language academic and social-emotional outreach for secondary EL students through CCSPP and other targeted funds.
The presentation noted changes to reclassification criteria after feedback from county reviewers: district staff said they had adjusted grade and performance requirements to reduce barriers that had been making reclassification too difficult for some students.
Ending: Board members asked for follow-up data; staff said they will bring more disaggregated subgroup analyses to board planning sessions and to the LCAP adoption item.
