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District ELD leader reports interim ELPAC gains, urges stronger tier‑1 instruction
Summary
Dr. Gina Ramirez reported modest gains from a middle‑school ELD pilot and interim ELPAC assessments, outlined plans to adopt routine interim assessments and revise reclassification criteria, and urged replication of data‑chat supports districtwide to improve reading and writing outcomes for emergent bilingual students.
Dr. Gina Ramirez told the Santa Paula Unified School District board that targeted ELD instruction and interim assessments produced measurable gains but that stronger daily tier‑1 instruction is the key to sustained reclassification gains. "Teaching is more than imparting knowledge. It is inspiring change," Ramirez said as she closed her presentation on the district's emergent bilingual program.
The presentation summarized a year of pilot programs and data. Ramirez described a middle‑school pilot that grouped students at ELPAC levels 1 and 2 for targeted instruction and reported that some students moved from levels 1 or 2 to level 4 after focused, data‑driven teaching and after‑school support. She said a district trial of interim ELPAC checks—one domain per month—helped students understand test expectations and produced gains for a portion of tested pupils: "Out of those 43, they were already at a level 3, so that they couldn't go any further," she said, and cited a 12% growth figure for the pilot sample while acknowledging some declines as well.
Ramirez emphasized reading and writing as primary barriers to reclassification and described steps the ELD task force will pursue: routine interim ELPAC administration three times per year, more frequent site data chats modeled on the Barbara Webster practice, and targeted professional development for teachers. She noted planned revisions to the district's reclassification criteria so the board can consider changes by October.
Board members pressed for accountability measures. Trustee Frutos asked "how are we going to ensure that our principals are on board and that they're gonna collect their evidence and then reportable data to us?" Ramirez pointed to existing data‑chat structures at some sites and said they must be scaled: "We need to have those meetings where we're looking at students…at least 3 to 4 times a year," she said.
Ramirez and trustees also discussed classroom implementation: she described recommended ELD minute allocations (about 30 minutes in TK–2, 45 minutes in grades 3–6) and advocated using integrated ELD scaffolds across subjects so English learners have access to core content instruction while receiving language support.
The presentation closed with a forward plan: roll‑out of interim ELPAC assessments in a consistent format, refinement of reclassification criteria, and an emphasis on strengthening tier‑1 instruction across sites so interventions are not the primary driver of growth. Ramirez said the district saw promise in specific teacher‑led strategies and planned to expand those practices districtwide.
The board did not take action on program changes at the meeting; Ramirez said the ELD task force will bring recommended reclassification criteria to the board for review.
