Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the English Learners topic
No spam. Unsubscribe anytime.
San Juan Unified reports modest gains for English learners; officials highlight reclassification increases and expanded multilingual supports
Summary
District presenters told the board that nearly half of English learners made measurable progress in 2024–25, long-term English learner outcomes improved, and the district is expanding Project GLAD and EL Achieve to support reclassification and classroom instruction.
District staff presented a two-part update on English learner outcomes and multilingual programs, reporting incremental gains on statewide measures and outlining instructional initiatives intended to accelerate progress.
Dr. Dale introduced the data summary. Chris Smith, assistant director of assessment, evaluation and planning, said San Juan had "over 9,000 ELs in 24–25," and noted that "a little over 6,000 of them were students that have been in the U.S. for less than two years, and a majority are from Afghanistan." Smith reported the district's English learner progress indicator was 46.9% in 2024–25, slightly above the state average of 46.4%, and said, "Nearly half of our English learners are making progress toward English proficiency, which places San Juan in the yellow performance level." For long-term English learners (students in EL status seven or more years), Smith said the district moved from "orange" to "green," citing a 47.2% progress measure.
Smith described reclassification gains: "We reclassified 1,039 English learners, which is 323 more students than 23–24." He also said the district reclassified 77 long-term ELs in 2024–25, nearly double the number reclassified the prior year.
Staff linked those outcomes to instructional supports and program investments. Presenters highlighted Project GLAD as a research-based model for integrated English-language development, said EL Achieve systematic ELD provides aligned designated instruction and materials, and described professional learning for teachers (multi-day institutes and coaching). The district reported Project GLAD has engaged practitioners at 33 elementary sites and will expand into secondary schools this spring.
During board Q&A, a member asked whether parent consultation is required for reclassification; Krista Koch (Director of Equity and Student Achievement) said parent consultation is not a requirement but staff make every effort to collect family input. Board members also asked where home-language data come from; staff said the district uses CALPADS enrollment data collected via a home-language survey at enrollment.
Board members pressed staff on how one-time supplemental funds (approximately $1,000,000 approved last year) were used and whether those funds yielded measurable improvement; staff said the investment supported expanded services, coaching and site participation and argued that systemic changes would produce outcomes over time. Members requested continued reporting on which investments have the greatest impact.
Next steps: staff will continue program monitoring, expand Project GLAD into secondary schools, roll out interim ELPAC assessments during the year, and return with additional program-specific questions and outcomes.
