By Dr. Ashley Benjamin
With California educating the largest population of English Learners in the nation, and academic achievement data showing a persistent opportunity gap, equity-driven systemwide leadership is an imperative.
Of the state’s 5.8 million students, 17.4% are identified as English Learners, and an additional 15.7% are Reclassified Fluent English Proficient (Dataquest, 2024-25). Nearly one in five English Learners has been in that status for six or more years and are identified as Long-Term English Learners. On the 2024-25 CAASPP, only 10.41% of English Learners met or exceeded the standard in English Language Arts and only 11.01% in Mathematics (Caaspp-elpac.ets.org, 2024-25). As students remain in English Learner status over time, achievement outcomes often decline rather than improve.
For district and site leaders, this data is a call to examine systems, instructional practices, and leadership decisions that shape outcomes for our Multilingual Learners.
When the Santa Monica–Malibu Unified School District (SMMUSD) participated in the California Department of Education’s (CDE) Federal Program Monitoring (FPM) review of its English Learner programs, district leaders anticipated compliance feedback. What emerged instead was something more consequential: a clear picture of how systems, structures, and educator practices needed to evolve in order to truly serve our Multilingual Learners. The review became a catalyst for both reflection and action. SMMUSD made a systemwide commitment to reimagining how we support Multilingual Learners through a shared philosophy, coherent professional learning, high-quality curriculum, intentional progress monitoring, and authentic family partnership. The result has been measurable gains in reclassification rates and a stronger foundation for long-term academic success.
Leading with an Equity and Asset-Based Lens
To meet the needs of Multilingual Learners, educators must embrace an equity-centered philosophy. Instruction, programs, and initiatives intentionally designed for Multilingual Learners, makes a substantial difference in student engagement and achievement. Leaders should keep equity at the core of decision-making, modeling that it is not a zero sum game — that when resources are provided to the students who need it most, the entire school community benefits. An asset-based philosophy that grounds teaching and learning in students’ strengths is equally critical. When educators view multilingualism as an asset rather than a deficit, instruction becomes more culturally responsive and relevant, and students experience a greater sense of belonging and empowerment.
In SMMUSD, this philosophy is reinforced through consistent messaging about the district’s six core values: diversity, equity, inclusion, belonging, curiosity, and empowerment. These values are clearly communicated and embedded in all professional learning. In particular, a New Teacher Academy sets the tone for all new certificated employees with training on equity and asset-based practices, and an annual districtwide Convocation for all certificated and classified staff starts off each year with activities and presentations grounded in the values. The Board of Education also recognizes the importance of the values, using them to guide decision-making on policy and practice. The district’s commitment is further reflected throughout the Local Control and Accountability Plan (LCAP), with equity for Multilingual Learners as the focus of one of the three LCAP goals.
Investing in Coherent Systemwide Professional Learning
Once a shared philosophy is established, extensive explicit training gives educators the knowledge and skills to educate their Multilingual students. Rather than a one-time workshop, professional development should be in-depth over-time, and focused on actionable strategies. Also, all instructional providers — including Paraeducators, Instructional Assistants, specialists, and other staff — should be included so that every adult who works with students is equipped to provide effective support.
In SMMUSD, professional learning to benefit Multilingual students was intentionally designed as a yearlong experience to build capacity over time. A comprehensive and scaffolded four-part series of training addressed both foundational concepts such as Integrated and Designated ELD, and specific procedures including reclassification and progress monitoring. Administrators and Instructional Coaches were trained first using a train-the-trainer model, and they then facilitated the learning at their sites. Multiple banked time blocks, and full/half-days with substitute coverage, were utilized to allow ample time for the participants to engage deeply with the content. This investment in coherent, systemwide professional learning ensured that staff shared a common language, understanding, and approach to educating Multilingual Learners across the district.
Ensuring a Guaranteed Viable ELD Curriculum
To provide consistent, high-quality English Language Development (ELD) instruction across classrooms, teachers need access to strong instructional tools. While the CDE vignettes provide valuable guidance, it can be time-consuming and challenging to design ELD lessons aligned to the ELD standards and students’ proficiency levels. Fortunately, there is a growing range of high-quality instructional resources available to assist with effective ELD instruction.
Strengthening Tier I Designated ELD instruction was identified as a priority area in SMMUSD. Teachers expressed a desire for an easy-to-use, stand-alone Designated ELD curriculum that could be utilized regardless of the core English Language Arts program in use. In response, a collaborative pilot process occurred that allowed teachers to explore and identify engaging ELD curriculum. The district then adopted Benchmark Express and provided training to all teachers so they could successfully implement the curriculum. The program is now being used districtwide K-6. The adoption was not about standardization for its own sake, but about ensuring equitable access to high-quality Designated ELD instruction regardless of the site or program.
Building Systems for Monitoring and Accountability
Once teachers have the training and tools to effectively teach students, leaders need to establish systems to monitor progress and guide ongoing support. Utilizing a variety of data to identify students’ strengths and opportunities for growth is a key component of a Multi-Tiered System of Supports (MTSS). For Multilingual Learners, systems that consistently monitor academic and language development help determine when appropriate interventions need to be implemented before gaps widen. The CDE’s Observation Protocol for Teachers of English Learners (OPTEL) provides a valuable framework for evaluating language use and progress. The OPTEL fulfills requirements for the teacher evaluation component of the statewide reclassification criteria and may also be used formatively to guide instruction and facilitate communication with families.
Following the FPM review, SMMUSD developed and implemented clear procedures for monitoring both English Learner and Reclassified students. The digital platform Ellevation was utilized as the primary system for documentation and data tracking, allowing teachers to easily access and maintain comprehensive records. The district was also an early adopter of the CDE’s OPTEL, using it for both reclassification and twice-yearly English Learner progress monitoring. This consistent process encouraged teachers to reflect on each student’s progress and identify needed supports. Training was provided to administrators and teachers in job-alike groups, and ongoing coaching with Instructional Coaches promoted fidelity and effectiveness.
Partnering with Families
This work cannot be done without strong partnerships with parents and guardians. It is important to provide multiple avenues for families of Multilingual Learners to engage, provide feedback, and participate in decision-making. District English Learner Advisory Council (DELAC) and site-based ELACs play an important role in elevating parent voice and informing program design.
Throughout the implementation of the Multilingual Learner initiatives in SMMUSD, DELAC members were kept informed of progress and invited to provide input. As a direct result of DELAC feedback, elementary report cards were expanded to include a section for ELD scores in listening, reading, writing, and speaking, giving families clearer insight into their child’s language development. Training sessions were also provided to DELAC and ELAC members on topics such as the reclassification process so families could better understand district procedures and expectations. To broaden input beyond committee members, the department of Educational Services designed and distributed a digital parent survey to all families of English Learners. The feedback collected was instrumental in shaping actions within the LCAP Multilingual Learner goal. In addition, a districtwide Parent Academy offered a variety of high-interest training sessions, including a workshop titled “English Learner 101” which provided an overview of programs and services.
In conclusion, improving outcomes for Multilingual Learners is central to advancing equity and closing opportunity gaps. This work requires leaders to examine their systems honestly, invest in professional learning, and ensure that every Multilingual Learner has access to high-quality instruction and meaningful support from the moment they enter our schools. The impact extends far beyond reclassification rates and academic achievement; it builds inclusive school cultures and affirms the identities, assets, and potential of every student we serve. When leadership and systems change is intentional, coherent, and equity-driven – students thrive.
Ashley Benjamin, Ed.D., coordinates English Learner programs in Santa Monica-Malibu Unified School District where she is the director of Curriculum and Instruction. Her graduate studies were based in social and multicultural foundations of education, and her doctoral dissertation was on closing the achievement gap for Latinx English Language Learners.
