English Learner Grants

Partners not Grantees

In the foundation world, organizations that receive grants are often referred to as “grantees.” At the Central Valley Foundation (CVF), we consider them our partners in a higher calling. While CVF provides financial support and resources, our partners bring learning opportunities and real world insights which enrich our thinking and help us stay relevant, as illustrated by the programs and projects described below.

Cutler-Orosi Joint Unified School District

A major focus of this project’s work is developing academic language skills for English Learners (ELs) to meet the requirements of the new Common Core State Standards. In addition, this project targets grade K-12 ELs by providing early literacy coaches and reading interventionists at every school. The district’s goal is to have 90% of 2nd grade ELs reading on grade level by the end of 2018.

Sanger and Firebaugh-Las Deltas School Districts — the Long Term English Learner (LTEL) Project

Through a two-district partnership, between Sanger and Firebaugh-Las Deltas school districts, this project is introducing (and testing) new approaches to improve academic outcomes for Long Term English Learners (LTELs). Major reforms include new classes at both the middle and high school levels that are tailored to the needs of LTELs; district leader, principal, counselor and teacher training and collaboration; parent training programs; personalized interventions; and progress monitoring via a specially developed data software program. Read more about the LTEL Project.

Galt Joint Union Elementary School District

This is a district-wide project that focuses on developing and implementing a Personalized Learning Plan (PLP) for every English Learner (EL) student at every grade level that is aligned to 21st Century standards. Other components include targeted professional development for teachers with on-site English Language Development (ELD) coaching, developing site capacity for leadership with EL Lead teachers and an emphasis on effective instructional strategies for Long Term English Learners (LTELs).

Mendota Unified School District

Building district-wide capacity to serve English Learners (ELs) is this project’s priority, with an intervention program and a new data system to pinpoint instructional gaps and identify the needs of struggling ELs. In addition, the district is closely monitoring the students who have been reclassified as Fluent English Proficient (RFEP) in order to provide ongoing language support. Parent workshops aim to strengthen connections between families and schools.

Robla School District

Following a thorough planning process (funded by an earlier CVF grant), Robla is implementing a program that integrates English Language Development (ELD) throughout each day’s lessons and provides professional development for all of the district’s principals and teachers in research-based practices to increase English Learner (EL) students’ academic language and literacy.

Washington Unified School District

An English Learner (EL) Program was instituted at three schools serving 50% of the district’s EL students. A teacher on special assignment coordinates year-round teacher trainings and provides teachers with one-on-one coaching. Integral to the project are new assessments with ongoing data collection and analysis of student progress so that instruction can be tailored to address learning gaps.

Receiving the CVF grant has created that sense of urgency within our district which led to the implementation of other district initiatives that began with the focus on our English Learners and, more importantly, our struggling English Learners.

– Manuel Bautista, Director of Assessment and English Learner Services, Mendota Unified School District

Other Central Valley Foundation Grants