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District reports gains for multilingual learners after targeted ELD instruction and coaching
Summary
District leaders showed preliminary data indicating gains for multilingual English learners—LPAC level 4 increased from 16% to 21%—and described integrated and designated ELD instruction, new data binders for principals and a five‑year professional‑development plan.
District staff delivered a detailed update about supports for multilingual English learners, describing both classroom practice and early assessment gains.
Lonnie Perez, executive director of language development, outlined the district's integrated ELD (strategies embedded across subjects) and designated ELD (protected, small‑group time). He showed a short classroom clip of a fifth‑grade designated ELD lesson and said the district is focusing professional development on literacy and language, including a five‑year rollout of training for teachers.
Perez highlighted preliminary site results at ROAR Elementary: "ELA more than doubled based on preliminary data," and he said the percent of students at LPAC level 4 increased districtwide from 16 percent to 21 percent. He credited site coaching and bilingual resource teachers for on‑site collaborative coaching that supported those gains.
Staff also introduced a multilingual data binder to provide consistent, site‑level reports to principals, and explained reclassification monitoring (students reclassified to fluent English proficient are monitored for four years). Trustees asked about differentiated students coded as English learners because a home language was listed on registration; Perez said students who pass the ELPAC are coded as Initial Fluent English Proficient and are not part of the English‑learner cohort.
What happens next: The district will continue PD for teachers, involve unions in PD planning and monitor site data; trustees asked for broader site feedback and district‑wide rollout timelines.
