District reports gains for English learners; Title III funds used for coaching and summer programs
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Summary
The district’s Title III report showed year-over-year growth on ELPAC and reclassification; staff described coaching, summer language academies and new ELD materials to sustain progress for multilingual learners.
Dr. Julie Kane presented the district’s annual Title III report to the Lawndale board on Oct. 16, summarizing how federal Title III funds supported professional development, coaching and targeted summer programs for English learners and multilingual students.
Kane said Title III funds helped train and coach "ELLERTs" (English learner resource teachers), develop high-quality ELD curriculum, and support newcomer programs and LTEL (long-term English learner) interventions. She said the district used interim ELPAC assessments and targeted coaching to drive instruction and monitor listening and reading growth.
Why it matters: Title III funds and the related interventions aim to accelerate language proficiency and close achievement gaps for multilingual students; Kane presented metrics the district uses to track progress and reclassification.
Selected data and program notes Kane shared:
- ELPAC proficiency: The percentage of students scoring a 4 on the ELPAC rose from 14% in 2023–24 to 17.3% in 2024–25, Kane said. - Alternate summative ELPAC: Kane reported that 27% of students scored a 3 on the alternate ELPAC this year; she said last year 47% scored at that level. - Reclassification rate: Kane reported a district reclassification rate of 19%. She highlighted Mitchell Elementary and Adams (middle school) for relatively higher reclassification rates. - Summer Language Academy: Kane described a four-week summer program that combined student intervention with intensive teacher coaching; she said participating students made notable percentage-point gains and teachers received sustained coaching in the classroom. - Next steps: Principals assigned ELLERTs to specific grade levels based on data, the district will use ELPAC interim assessments to refine instruction and staff plan to train parent volunteers to listen to students read to increase fluency practice.
Board discussion included questions about services for Vietnamese-speaking families and the sustainability of Title III supports if federal funding declines. Kane said the district is "braiding and blending" funding sources and building local capacity to continue services even if federal funding is reduced.
No board action was required; the report was presented for information and planning.