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District outlines three‑year plan to integrate ELD and reading support at Edwards Elementary
Summary
District ELD staff described a three‑year transition at Edwards Elementary from pull‑out to integrated co‑teaching and dual‑language models, reallocating existing FTE rather than adding recurring cost and reporting early signs of improved EL exits where integrated models exist.
District English‑language development staff presented an ELD program shift for Edwards Elementary that moves from pull‑out ELD toward an integrated, co‑teaching model blending ELD specialists and reading specialists.
The presenter explained the three‑year plan: year one focused on shared understanding and co‑teaching; year two will shift capacity to tier‑1 instructional support and increase access to core instruction for multilingual learners; and year three will sustain the model with literacy and language specialists focused on reading and language outcomes. The district said the shift would not add recurring cost at Edwards because an existing FTE (a reading teacher with ESOL endorsement) will be repurposed to support the model rather than creating a net new position.
When asked about potential staff workload and program impact, the presenter acknowledged communication with Edwards staff could have been clearer and said bringing back a second position was intended to address support needs. The presenter also said early data in parts of the district where integrated ELD is in place show increased exits from ELD services.
Committee members asked for clarifying examples of specialist roles, curriculum and whether the changes would preserve services required by federal grants; staff said that grants typically focus on people (FTE) and a supplanting rule applies, but that ELD does not have an equivalent maintenance‑of‑effort requirement as special education. Staff committed to share additional outcome data showing the shifts’ effect on student results.
