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Washington Unified reports English‑learner gains and outlines LCAP midyear priorities
Summary
District staff presented the English Learner program update and midyear Local Control and Accountability Plan (LCAP) and California Dashboard results, highlighting growth among several subgroups and next steps for targeted supports and county root‑cause analysis.
District staff presented a district‑wide update on English Learner (EL) programming, progress on ELPAC measures and the Local Control Accountability Plan midyear review.
Tracy Grama summarized EL demographics and supports, saying multilingual students account for a substantial share of the district and listing targeted actions: newcomer center supports, expanded supplemental ELD curriculum for grades 6–12, bilingual school liaisons and an English Learner Summer Institute. Grama said the district’s EL population represents multiple birth countries and that approximately 15% of district students are English learners.
The report included outcome data: 87% of English learners either maintained their level or grew at least one level on the ELPAC in 2025; 46% of ELs increased by one or more proficiency levels. Grama described reclassification criteria (ELPAC score of 4 plus ELA proficiency benchmarks and teacher/parent consultation) and noted required four‑year monitoring of reclassified students.
The separate LCAP midyear presentation and California Dashboard review showed mixed results across state indicators: the district reported orange in ELA and math, yellow in science and chronic absenteeism, orange in suspension rate (a deterioration from the prior year), and green for English learner progress and graduation rate. Directors described targeted next steps, including a root‑cause analysis with the county office for student groups showing persistent low performance and planned community engagement beginning in March ahead of the June LCAP adoption.
Why it matters: The presentations signal where the district has seen progress and where it will focus recurring and one‑time resources — particularly newcomer supports, coaching for teachers, supplemental curriculum purchases and monitoring structures that affect multilingual students across the district.
