Green Light: District’s English Language Learner Progress Moves Forward on State Dashboard

Sitting on their alphabet carpet, students take turns creating sentences, each building on a paragraph their teacher has started. One-by-one, they develop a rich story filled with academic vocabulary and prepositions, the part-of-speech focus for the lesson.

Under, below, above, beside … the story takes shape. This is just one step on the journey of deepening understanding of language as students read, write, listen, and speak.

Through activities such as this, Redwood City School District’s (RCSD) robust, wraparound English Language Learner program is showing great results in student progress and achievement–both in daily learning and in State testing metrics.

English Language Learner progress moved to “green” according to the California Dashboard, as measured by The English Language Proficiency Assessments for California (ELPAC). The ELPAC, administered annually to all English Learners and tracking progress overtime, is used by the California Dashboard to evaluate student improvement. Schools can also use this information to assess the effectiveness of their programs.

The improvement in ELPAC scores marks a significant milestone for RCSD.

“For students, higher proficiency levels mean greater access to academic content, increased confidence, and improved opportunities for success in school and beyond,” said Katherine Rivera, Director of Multilingual English Learners Department & Categorical Programs.

Added Rivera: “For the district, this progress validates the effectiveness of our EL programs and instructional strategies, reinforcing our commitment to equitable education for multilingual learners. It also strengthens our ability to advocate for continued resources and funding to sustain and enhance these programs.”

Using multiple research-based strategies, RCSD’s program is built on the collaboration of classroom teachers, support staff, instructional coaches, and administrators, all working together to support students’ language development.

With all learners in mind, students receive instruction that is rigorous, accessible and equitable. In addition to language-rich instruction throughout the day, students also participate in English Language Development (ELD) which focuses on developing their listening, speaking, reading, and writing skills in English.

Jennifer Overbey, third grade teacher at Clifford School, helps support students during classwork, including targeted instruction rotations between other classrooms.

“Ensuring that the students are talking, listening, reading, and writing every day is so important,” she said. “Giving them the support for success, like using frames, word cards, and modeling answers provides the kids the comfort level to take risks with their learning.”

***Clifford School 3rd graders sit on their alphabet carpet participating in a shared writing activity led by teacher Jennifer Overbey***

In addition to ELD, other strategies and supports to differentiate and meet the needs of all students include: Integrated Instruction with Language Supports, Small-Group and One-on-One Support, Dual Language and Bilingual Programs, Cultural and Linguistic Inclusivity, Family and Community Engagement, Newcomer Support for Grades 3-8, targeted interventions, and various scaffolding strategies.

Overbey said that small group instruction provides a wealth of opportunities for her students and herself.

“It is a chance to connect with my kids on an even deeper level,” she said. “We are able to take the time to have those deeper conversations and receive even more meaningful feedback.”

“I can be more flexible in my teaching because it is based solely on what just a few kids need. I can go back and review, jump forward, or jump around based on student needs.”

***A Clifford School 3rd grader writes on their whiteboard participating in a shared writing activity led by teacher Jennifer Overbey***

By investing in teacher training, instructional resources, and family support programs, RCSD ensures that all students have the tools they need to thrive. Professional development over the past two years has focused greatly on the best instructional practices to support the academic achievement and language acquisition of English Learner students.

Beyond the test scores, Overbey said individual growth is such an important thing for students' confidence and continued success as a test doesn’t measure the hardwork and grit of all students.

“I measure success in growth,” she said. “Are my students able to be more successful? Can they better understand what is going on in and out of class? Can they more easily and more effectively communicate their ideas, needs, feelings? That is a success for me. Growth.”

Strategic Organizational Alignment:
This achievement directly aligns to the District’s Local Control and Accountability Plan (LCAP) goals, such as Goal Two, to foster annual growth of English Language learners by a minimum of one level on the ELPAC each school year while increasing reclassification rates. This accomplishment also relates to Goal One which states that every student should receive high-quality, grade-level instruction along with tailored social-emotional support in an inclusive and nurturing environment.

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Green Light: District’s English Language Learner Progress Moves Forward on State Dashboard

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