Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Multilingual Education topic
No spam. Unsubscribe anytime.
District reports mixed progress for multilingual learners; reclassification goals and targeted supports outlined
Summary
Director Jeff Chang presented multilingual learner (MLL) data showing progress indicators, reclassification rates and gaps for Hispanic, socioeconomically disadvantaged and students with disabilities; the district outlined plans to strengthen designated and integrated ELD, newcomer supports and monitoring.
Jeff Chang, the district director presenting the multilingual‑learner update, said the district is transitioning from the term “English learner” to “multilingual learner” to emphasize asset‑based practice and described three program goals: annual advancement in English proficiency, reclassification as fluent within five to seven years in U.S. schools, and strong academic performance after reclassification.
Chang presented ELPAC/LP (progress) data showing steady early progress for many students but slower gains in years four through five. He said Hispanic/Latino students, socioeconomically disadvantaged students and students with disabilities are disproportionately represented among those not progressing at expected rates. Reclassification rates varied by cohort and school; the district aims for 75% reclassification after six years in U.S. schools and 85% after eight or more years, but current results remain below those targets for some subgroups.
The district is expanding newcomer programming, implementing interim ELPAC progress monitoring, revising RFEP (reclassified fluent) monitoring, improving designated and integrated ELD instruction, and strengthening principal support and progress‑monitoring systems. Chang said the district is tracking long‑term English learners and noted middle school results show wider achievement gaps between RFEP students and English‑only peers.
Trustees asked about articulation, professional development and supports for students arriving mid‑year or with limited English exposure; Chang said teachers conduct site‑level articulation meetings, data is prepared for August PD, and the district provides SIOP and other PD through its ELD TOSA and instructional coaches. Trustees also requested further analysis on transiency, McKinney‑Vento overlap, newcomer population trends and outcomes for dual‑immersion students. Chang said those are areas for future reporting and analysis.
The presentation reiterated the complexity of tracking multilingual learners — who vary by years in U.S. schools and prior schooling — and emphasized district efforts to monitor and accelerate reclassification and post‑reclassification academic performance.
