Norris district outlines English-learner enrollment, testing and reclassification steps

Michelle Bryant, the Norris School district director of curriculum and instruction, presented an overview of the district's English Learner (EL) program at the school board meeting, explaining how the district identifies students with non-English home languages and how it supports their academic progress.

Bryant said the district currently identifies 498 students with another language spoken at home and that Spanish is the most common first language, with roughly 310 students. She described the district's Structured English Immersion program and the two-part English language development model the district uses: designated ELD (protected instructional time) and integrated ELD (language supports across subjects).

The presentation emphasized assessment and reclassification procedures used by the state and district. Bryant noted that all kindergarten through eighth-grade EL students take California's summative English learner proficiency assessment annually until they are reclassified. She said reclassification requires meeting multiple criteria, including overall performance on the state English proficiency assessment and comparison to grade-level academic measures, and that teachers and parents must also agree before a student is reclassified.

Bryant told the board the district uses additional measures, such as STAR Reading and CAASPP language arts scores, when considering reclassification. She said reclassified students often show stronger academic outcomes: "Reclassified English learners are among the state's strongest performers," Bryant said.

Delia Rios, the district's EL coordinator, described outreach efforts to families, including in-person practice sessions at Norris Middle School where staff and translators helped parents log in to practice tests. Rios said working with families is "truly rewarding" and helps parents feel "understood, heard, and most importantly, valued." Paulina Kadena, an instructional aide who works with EL students, told the board she calls bilingual students' ability a "superpower" and that the most rewarding part of the work is seeing students engage and make progress.

A student who has been in the EL program described the reclassification testing experience. Student Aiden said he had been in the EL program for seven years and that passing reclassification made him feel "really proud of myself." Board members asked about supports for TK students and whether the district assesses TK pupils; Bryant said the state now waits until kindergarten to administer the initial ELPAC but that TK instruction is inherently language-focused and the district will provide targeted supports when needed.

Bryant said the district saw a year-to-year decrease in the share of EL students making measurable progress in 2024 compared with 2023 and that staff are addressing that with targeted practice for test formats (particularly the one-on-one speaking portion) and county-supported professional development. She said reclassification is ongoing as recent assessment results are received.

Board and staff said they will continue outreach strategies, teacher development focused on ELD strategies and family practice sessions to increase student comfort with the assessment format and to improve measurable EL growth.

The presentation concluded with a short gallery of students and staff and an invitation for questions; board members expressed appreciation for the update and asked staff to continue reporting reclassification results as they become available.