SARASOTA — To increase proficiency of its English Language Learners, Sarasota County Schools officials proposed a structural facelift to the district's multilingual learning department.
The program offers support for 12.3% of Sarasota County students, of which 77 countries are represented and with more than 50 languages spoken.
1,893 ELLs are immigrants, with the majority coming from Cuba and, most recently, Russia and Ukraine.
Of the 4,461 participating students, more than half are in the "entering" phase — lowest level of proficiency in English — of the multilingual program, with most starting in grades K-5.
Cranberry and Glenallen elementary schools hold some of the highest percentages of active ELLs, with nearly half of Tuttle Elementary's students in the program.
During the Sarasota County School Board workshop Tuesday, officials laid out a three-tiered plan to meet those student proficiency needs districtwide.
"We know that when the need is great, the support needs to be even greater," Director of Strategic Improvement Harriet Moore said.
The first goal is to increase success in two core subjects by 3%.
According to a data chart, proficiency in English Language Arts for ELLs has dropped 2% from 2022 to 2024, though students making "learning gains" increased by 2%.
For math, proficient performance has risen 4% since 2022, with the lowest quartile of students making learning gains rising 6%.
To measure the success of the new objective, officials are hoping to decrease the number of long-term ELLs and increase the number of students who complete the program.
Long-term ELLs — which currently count for 2% of active ELLs — are categorized as having been active in the multilingual learning program for more than six years.
To achieve the first goal, the district is looking to increase the number of educators and paraprofessionals to assist in classroom development and student progress.
For new teachers, Deputy Superintendent Rachael O'Dea said professional learning opportunities will be created through a blend of multiple funding sources to provide ESOL support.
The last goal for the district's revamping plan is to connect with the families of multilingual students.
Parent surveys, increased community partnerships and new parent nights will be implemented to bridge the communication gap between schools and families.
O'Dea said the program reshuffle did not severely impact the district's general fund.
Money within the department was re-allocated for positions and sections fueled by ESSER funds, O'Dea said.
The Elementary and Secondary School Emergency Relief, or ESSER, Fund was established as part of the Coronavirus Aid, Relief, and Economic Security (CARES) Act in March 2020 in response to the Covid-19 epidemic. The funding program ended this year.
With these new priorities, officials said they hope to move from compliance-based orientation to a focus on providing enhanced levels of support for ELLs and their families.
Board member Bridget Ziegler raised concern for the "reality" of the restructured plan.
Ziegler raised the example of ELLs with special needs, who require even more bolstered support the district cannot always provide have due to the current teacher shortage.
Ziegler questioned if increasing multilingual educators was a possibility to assist with the "heavy lift" of the program's new goals.
"It's hard," O'Dea said. "It's one of those skillsets you look for, but it is not prevalent."
While impressed with the plan, Board member Tom Edwards did not appear satisfied with the proposal.
Edwards said the School District of Manatee County multilingual program — which has 6,554 ELLs — should be a role model for the district to follow.
The neighboring district has upheld a successful "balance" between academic approach and family engagement for multilingual students, Edwards said, a goal Sarasota has not yet met.
Edwards suggested the district add health care options for multilingual families and implement inclusive after-school programs to incentivize ELL families.
Edwards mirrored Ziegler's staffing concerns, stating the district's plan to add more required professional learning to fill support staff holes can't fit into an already stuffed schedule for teachers.
With 10 days of instruction already lost to recent hurricanes, O'Dea said finding the time to pause and let teachers engage is going to be a "constant battle" the district will deal with.
Superintendent Terry Connor said half days were being discussed as possible avenues to mitigate both hurricane makeup days and timely professional development sessions.
O'Dea said she wants staff and families to give the new plan "time and trust."
"Everything we propose is not in the sense of management, but it's in a sense of empowerment," O'Dea said.
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