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Mission and Vision
The ELLMA team works collaboratively with all OUSD schools to support English Language Learners with Equity and access to an Excellent education.
Our work is grounded in three fundamental beliefs:
- English Language Learners can achieve at high levels with the right supports.
- The language and cultural resources that students bring are tremendous assets to their learning and that of the community.
- All educators are responsible for the language development of ELLs.
The Essential Practices
Our Theory of Action is that by implementing the Essential Practices for ELL Achievement, we will accelerate academic outcomes for English Learners:
ACCESS & RIGOR: Ensure all English Language Learners have full access to and engagement in the academic demands of Common Core State Standards, Next Generation Science Standards, and California's 2012 English Language Development Standards. 
INTEGRATED & DESIGNATED ELD: Ensure ELLs receive daily Designated ELD and Integrated ELD in every content area. 
DATA-DRIVEN DECISIONS: Make programmatic, placement, and instructional decisions for English Language Learners that are grounded in regular analysis of evidence. 
ASSET-BASED APPROACH: Leverage the linguistic and cultural assets of our students and ensure that students are active contributors to their own learning and that of their community. 
WHOLE CHILD: Leverage family and community supports. Activate resources to address the unmet, nonacademic needs that hinder ELLs' ability to thrive in school. For guidance on implementation and to find out what these mean at the elementary and secondary level, read Essential Practices for ELL Achievement.
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Recently Enrolled English Language Learners
Recently Enrolled English Language Learners have been enrolled in U.S. schools for three years or less and may or may not be a newcomer student. For example, ALL kindergarten ELLs are recently enrolled ELLs, but relatively few are newcomers. -
Newcomers
Newcomers, also referred to as Immigrant Students, were not born in the U.S. and have been here for 3 years or less. Newcomers should receive intensive support in years one and two, and be monitored for up to four years. Newcomers include Students with Interrupted Formal Education (SIFE), Refugee/Asylee and Unaccompanied Minors. -
Progressing ELL
An English Language Learner who has been enrolled in US Schools at least 3 years but not more than 6 years, and is demonstrating adequate progress in language development. -
ELL at Risk of Becoming LTEL
At-Risk ELLs have been enrolled in U.S. Schools at least three years (not more than six years), and is not demonstrating adequate progress in English proficiency. The student has remained at the same testing level for at least two years, and has not met criteria for reclassification. At Risk ELLs may become Long-term English Learners without intervention. -
Long-Term ELL (LTEL)
Long-term ELLS (LTELs) are students who have been classified as a English Language Learner for more than six years. These students are at higher risk for poor academic outcomes and not graduating from high school.
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The Local Control Accountability Plan is central to the way California funds public education to better serve high-need students. ELL students are a high priority, as defined by GOAL 4: English Learners are Reaching English Fluency.
Read more in the LCAP Executive Summary.
