School staff delivered a Spanish‑language presentation explaining how students are identified as English learners in California schools and the district’s four-step process to determine whether a student can be reclassified out of English‑development services.

The presenter said identification begins with a home‑language survey at enrollment and an initial diagnostic "pack" to measure English proficiency. "Un aprendiz de inglés ... es un estudiante que ingresó al sistema escolar de California, donde el idioma que se habla en la casa del estudiante no es el inglés," the presenter said, summarizing the district’s definition of an English learner.

According to staff, reclassification consideration requires four elements: (1) a level 4 on the summative pack assessment (administered annually in March by grade), (2) evidence the student meets basic skills benchmarks (for K–2 a 70% on a reading/language benchmark or a "green" iReady classification), (3) teacher recommendation based on classroom grades and daily observations, and (4) parent consultation typically held during an IEP meeting or amendment when applicable. "Recuerden: 4 en el pack, las calificación, los tests en la escuela, las calificaciones y la recomendación de los maestros, y la consulta con los padres," the presenter said.

Staff noted some flexibility for older students and for those on alternate curricula. Students in the alternate assessment pathway (examples cited include Bridges and Pathway) take an alternate pack with three levels and must reach level 3 to be considered for reclassification; multidisciplinary IEP team review is required for those cases.

The presentation emphasized practical implications for families: reclassified students no longer need the 30‑minute daily English‑development class and secondary students can access electives such as art and band. Staff said the district monitors reclassified students for four years to confirm continued academic progress.

Resources and timelines were also described. Summative pack testing is conducted from February through May, with the district encouraging earlier scheduling to focus on SBAC later in the year. Families will receive letters notifying them of upcoming tests and can access home practice materials. The presenter listed digital supports available through students’ Classlink accounts: Capstone (elementary reading platform with English and Spanish titles), Zora for middle school, and Brainfuse live tutoring available through the county library. The presenter gave library access details, noting the initial PIN is typically "1234" and can be reset at the library; Brainfuse hours were described as 1 p.m. to 10 p.m.

During a question about whether a first‑grade student who earns a level 4 would be immediately reclassified, staff clarified that some programs (notably dual‑immersion) do not administer English assessments until third grade, and first‑grade students may need reassessment in later grades. "La primera oportunidad que van a tener es en el tercer grado ... tiene que hacer una evaluación en inglés," the presenter said, describing how timing varies by program.

Staff encouraged parents to attend ILAC (family multilingual advisory) meetings at their school or another school if needed for more information and closed by saying the session would be posted to YouTube for later viewing. For families with questions about a specific child’s progress, staff advised contacting the child’s teacher or the school’s IEP team for individual guidance.

The presentation contained no formal motions or decisions; it was informational and intended to explain district procedures and available family supports.