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Washington Unified presents English‑learner update: 1,221 current EL students and new reclassification rules noted
Summary
Director Stacy Tran told the board Washington Unified has 1,221 current English learner (EL) students—17% of enrollment—and outlined newcomer supports, progress monitoring and a February 2025 change narrowing reclassification by IEP teams; trustees pressed for consistent teacher professional learning and more bilingual staffing.
Stacy Tran, director of English Learner programs, told the Washington Unified School District board on March 13 that the district serves 1,221 current English learner students, about 17% of enrollment, and that nearly 40% of students are multilingual when reclassified and initially fluent learners are counted.
"We're currently home to 1,221 as of today English learner students, and that makes up 17% of our student population," Tran said in her presentation. She described a range of program supports including daily designated ELD, newcomer centers, bilingual paraprofessionals in newcomer classes and expanded progress monitoring between fall and spring.
The update reviewed demographic details and outcomes: 29% of current ELs are newcomers (about 355 students), the district’s multilingual population includes students from 48 countries, and among students born outside the U.S. the largest share comes from Afghanistan. Tran said 42% of EL students made at least one proficiency level gains on the annual ELPAC last year and that the district tracks point growth as well as level changes.
Tran highlighted a recent state change affecting reclassification of students with IEPs: as of February 2025 districts can no longer rely solely on an IEP team to reclassify a dually identified student. She summarized Washington Unified’s four reclassification criteria—annual ELPAC score, teacher input, parent consultation and a local ELA benchmark or standardized result—and noted the district’s obligation to monitor reclassified students for four years.
Trustees pressed staff on consistency of teacher professional development and whether supports are equitably available across schools. Tran said many EL‑specific offerings are paid, after‑school options and that the department is testing more embedded and co‑facilitated models during contract time and induction for new teachers. She confirmed that coaching is non‑evaluative and that paraprofessionals who share languages with students play a central role in classroom differentiation.
Tran also discussed instructional pilots: teachers are piloting ELA materials with built‑in ELD components and the district will update its English Learner support plan (formerly the master plan) to add newcomer services and the revised reclassification criteria.
The board and staff agreed on follow‑up actions: increase targeted professional learning during contract time, continue progress monitoring, and return to the board with adoption materials for the ELA/EL program when ready.
