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Martinez Unified presents English Learner Master Plan aligning instruction, reclassification and supports
Summary
District staff previewed a new English Learner (EL) Master Plan that adopts California guidance, outlines initial/annual assessment, program options, reclassification protocols and supports for dually identified students; staff said parts of the plan will return for deeper review.
Martinez Unified staff presented the district’s English Learner Master Plan to the Board of Education on Jan. 13, describing how the document aligns local practice with the California English Learner Roadmap and federal/state requirements.
Why it matters: the plan sets procedures and program expectations for identification, placement and reclassification of English learners across Martinez Unified schools and ties to the district’s LCAP and federal addendum funding priorities.
District staff member Amy (presenter name provided in meeting materials) summarized the plan’s chapters: initial assessment and identification (home language survey and initial ELPAC), program options (structured English immersion, integrated and designated English language development, parent choice and secondary EL programs), curriculum and instruction, annual assessment and monitoring (including summative ELPAC and alternative ELPAC for dually identified students), reclassification and the new statewide Observation Protocol for Teachers of English Learners (OPTEL), advisory committees (ELAC and DELAC) and staffing/professional learning.
Amy said the plan was drafted with input from the district’s DELAC and ELAC and is intended to be a living document; she flagged three areas that will return to the board for deeper review: the OPTEL observation protocol, professional development offerings for teachers, and supports for long‑term English learners. She said district demographics are described in the plan at an aggregate level so the document does not require continuous updates for incoming students.
Board members asked about the mix of in‑district and outside professional development and the method used to solicit staff preferences; Amy said the district uses staff interest surveys and seeks to balance internal capacity with outside vendors when a new curriculum or specialized support is needed. A trustee asked whether student voice had been solicited for advisory groups; Amy said the plan can be modified to add student participation and that DELAC/ELAC will conduct a needs assessment to inform LCAP revisions.
Ending: Amy said staff will return with OPTEL details, a professional development plan and a focused presentation on long‑term English learners to support upcoming LCAP work and program evaluation.
