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Santa Barbara Unified highlights growth for multilingual learners and plans to spread successful cohort model
Summary
District staff reported measurable gains for emerging multilingual learners and outlined plans to scale cohort grouping, integrated ELD coaching and family-engagement practices. Three schools — Washington, Harding and Lumbre — were showcased for above‑average LP gains.
The Santa Barbara Unified School District on April 14 presented a progress update on its Emerging Multilingual Learner (EML) master plan, with district staff reporting districtwide growth on key language-proficiency indicators and district leaders outlining steps to scale practices used at three high‑growth schools.
Dr. Deborah Martinez, who leads the implementation work, told the board the district is tracking both dual‑immersion and structured English‑immersion instructional programs and is emphasizing protected designated‑ELD time, integrated ELD strategies across content areas and teacher professional learning. "We do have every emerging multilingual learner in an instructional program," Martinez said, summarizing the district's approach and data focus.
The presentation highlighted three schools that saw substantial growth on LP (language-proficiency) measures. Washington Elementary reported a 17 percent increase in students advancing one LP level on the LPAC; Lumbre Junior High showed a large cohort shift and, as Principal Dr. Brock put it, "to go from red to blue in one year is truly remarkable." Principal Ariel Curry of Washington said targeted tier‑one instruction, MTSS monitoring and frequent one‑on‑one ELPAC chats with students have helped students "take ownership of their learning.""At Washington, we are dedicated to cultivating a community of lifelong learners by building academic confidence and honoring the unique contributions of every student," Curry said.
Board members pressed staff on how the district measures progress and how those lessons will spread. Martinez said the district is tracking a 57 percent district goal for students achieving at least one LP‑level growth and that school dashboards allow sites to monitor interim assessments and reading comprehension indicators tied to reclassification decisions.
Several trustees asked how supports are delivered for students who decline an LP level, and Martinez described targeted intervention within the MTSS framework and differentiated designated‑ELD time. Trustees also asked how the effective practices at the three highlighted schools would be scaled; Martinez and the principals pointed to cohort grouping by language level, focused professional learning for subject cohorts (science, history, English) and regular progress‑monitoring cycles.
The board did not take action on new policy at the meeting. Staff said they will continue to report LPAC results and district dashboards and invited trustees to visit schools using the cohort approach. The EML update will feed into the district’s broader LCAP and strategic‑planning discussions this year.
