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AUHSD DAC cites progress for multilingual students, calls for stronger site engagement
Summary
The district’s DAC reported falling suspension and DF rates among pluralingual students and narrowed graduation and A–G completion gaps; the committee recommended leadership training for ELACs, increased parent engagement and strengthened articulation with feeder elementary districts.
The Anaheim Union High School District’s District English Learner Advisory Committee (DAC) presented data and recommendations showing measurable gains for pluralingual students while urging continued focus on family engagement and reclassification supports.
Executive Director Robert Salivar led the DAC report and highlighted several trends: multilingual (pluralingual) students make up about 17% of the district population; suspension rates for these students have fallen over recent years and DF (D or F) rates fell from about 30.6% to approximately 24% in the most recent semester. Salivar noted the district’s reclassification process is in flux—the prior "rationale" option was the last used year and AB 2555 (legislation under consideration) could eliminate the basic‑skills requirement and affect future reclassification.
Sonia Moran read DAC recommendations for 2026–27: expand leadership training for site ELAC parents and coordinators, strengthen articulation with feeder elementary DACs, increase parent capacity building around mental health and cultural competency, and elevate supports for dually identified students (special education + EL). New DAC leadership (President Sophia Romero) pledged to continue engagement and to work with district staff on implementation.
Why this matters: district leaders and trustees noted improved A–G completion and narrowed graduation gaps between all students and multilingual students; DAC members emphasized that these gains result from coordinated site‑level work, targeted programs (AIM, EAOP, dual enrollment), and ongoing parent engagement. DAC recommended more vertical articulation with five feeder elementary districts to ensure smoother transitions.
Next steps: DAC asked the board to support trainings, continue partnership building with feeder districts, and expand parent engagement strategies (more reflective learning walks, targeted outreach to families of dually identified students and broader inclusion in LCAP planning). District staff said they will continue to operationalize DAC recommendations and provide regular updates.
