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District reports flat literacy and math trends for English learners, highlights targeted strategies
Summary
The district's ELL annual report shows flat three-year trends in literacy and math but notes pockets of high growth; the district serves a diverse EML population (23% active, 67% Spanish speakers) and plans targeted literacy strategies and collaboration across departments.
Executive Director Heidi Lasher presented the English Language Learner (ELL) annual report covering 2024–25, reviewing literacy and math outcomes, Emerging Multilingual Learners (EML) status and attendance. Lasher said DIBELS and iReady literacy data have remained "flat over a 3-year trend," though many schools show high growth; staff emphasized the need for "stretch growth" for students a year or more below grade level.
Board members questioned assessment fidelity (iReady, STAR) and noted persistent achievement gaps: secondary STAR reading showed a winter increase that was not sustained into spring. Lasher outlined elementary strategies—comprehension, foundational skills, partner reading and vocabulary routines—and staff described co-planning and co-teaching strategies at secondary. The district reports 23% of students as active English learners, 67% of those families speak Spanish, and "forever learners" constitute roughly one-third of students who have ever been part of EML programs. Funding for EML positions comes from EML formula funding and supplemental general fund support, and Lasher said the EML funding amount "is not capped."
