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WESD highlights strong reclassification gains for recently fluent English-proficient students
Summary
District staff told the board that students reclassified from English learners (FEP 1–4) showed strong proficiency and that interventions targeted at long-term EL students produced measurable improvement, though some long-term EL students remain behind.
At the July 23 Washington Elementary School District board meeting, academic staff highlighted performance differences across student subgroups, noting that recently reclassified fluent-English-proficient (FEP 1–4) students showed above-average gains on district and state measures.
Dr. Jevonnen referenced state-level analyses and said staff observed that “after three years, our FEP 1 through 4 kiddos…outperform gen ed students who were never English learners.” Miss Mora and other academic leaders described focused school-level interventions, targeted reclassification strategies and data meetings that flagged long-term EL students for additional supports.
Board members asked for grade-level breakdowns and cautioned that long-term ELL trends (students who have taken the AzELa for many years without reclassification) still require attention. Staff confirmed the district has produced an AzELa report with long-term trends and said they will continue monitoring reclassification rates and targeted interventions.
The presentation also noted that gifted students and special education students showed areas of strong growth, and staff said they are working to translate strategies used for gifted learners into approaches that benefit a broader population.
