Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Language Development topic
No spam. Unsubscribe anytime.
AESD outlines language development strategy; trustees question home-language survey effects
Summary
District presenters reviewed ELD and dual-language immersion models, saying 57% of students are emergent bilingual and the district uses a 30-minute designated ELD block plus partner-language development. Trustees raised concerns about the home-language survey labeling students; staff explained assessment safeguards and the 30-day parent notification.
Magali Rodriguez and Valerie Valencia presented the Anaheim Elementary School District's approach to English Language Development and dual-language immersion on Sept. 11, describing program principles, instructional time and monitoring used to support emergent bilingual students.
Rodriguez noted 57% of AESD students are emergent bilingual or former emergent bilingual, and the district supports four language-immersion tracks: Spanish, Korean, Mandarin and English. The presentation emphasized the California English Learner Roadmap, a four-principle approach to who/what/how/why, and differentiated instruction through integrated and designated ELD. Presenters said primary-grade DLI models follow an "90/10" or "80/20" immersion pattern with a daily 30-minute designated ELD block and 20 minutes of protected partner-language development.
Trustees questioned how the home-language survey can automatically categorize children as emergent bilinguals and whether some students could be unfairly tracked. One trustee described a family experience where an older child filled out the survey and affected placement for siblings. Staff said the district uses initial assessments to identify students who are "initial fluent" and that parents have 30 days after initial assessment to change placement. Rodriguez emphasized that data and ongoing assessments guide instruction and that the 30-minute ELD block is legally required where applicable.
Board members requested clearer communication to parents about the implications of the home-language survey. Staff said the district already provides notices and parent presentations and agreed to amplify communications about the 30-day window and assessment process at upcoming DELAC/DAC meetings.
