District details expanded ELD staffing, targeted interventions and interim testing

District staff told the board they are ramping up supports for emergent bilingual students after pilot work last year. Staff said one ELD TOSA was piloted previously and that the district is increasing dedicated ELD teaching time in middle and high schools and embedding designated ELD in master schedules.

Staff described training on expository reading and writing (ERWC) and a plan to meet quarterly to review data for targeted students. At the middle-school level two teachers will focus on ELD instruction and lunchtime or after-school supports for emerging bilinguals; the district also plans to administer interim ELPAC assessments from grade 3 through 12 to track progress and guide instruction.

To accelerate gains staff proposed a Saturday professional-development academy for teachers focused on designated and integrated ELD strategies and offered examples of summer programs that combined long-term English learners with non-promoters in focused academies. Staff acknowledged the newcomer teacher vacancy and said intervention teachers have been reallocated so some are dedicated to ELs and newcomers.

Trustees on the ELD task force urged removing ambiguity between "designated" and "integrated" ELD time, expanding PD, and ensuring principals protect designated ELD in scheduling. One trustee noted that a single TOSA is unlikely to be sufficient districtwide and requested more tangible reclassification and growth metrics.