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In the LA County there is a high number of English Learners, the is a little over 150,000 students living in the LA county who are still learning English and have another home Language. There are several languages spoken in the LA County such as Spanish at 81.56%, Vietnamese at 2.21%, Mandarin at 1.81%, Arabic at 1.53%, Filipino at 1.25%, Cantonese at 1.21%, Korean at 0.81%, Punjabi at 0.77% and Russian at 0.76%.

www.ed-data.org

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In the LA County there is a high number of English Learners, the is a little over 150,000 students living in the LA county who are still learning English and have another home Language. There are several languages spoken in the LA County such as Spanish at 81.56%, Vietnamese at 2.21%, Mandarin at 1.81%, Arabic at 1.53%, Filipino at 1.25%, Cantonese at 1.21%, Korean at 0.81%, Punjabi at 0.77% and Russian at 0.76%.
www.ed-data.org

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Based on the information, I was surprised at how difficult and not current the statistics are to find on Dual Language Learners. I initially made the attempt to research this information under the California Department of Education web site but found it confusing and more information came up under the designation of English Language Learners. As we discussed in our last meeting there is a difference between these two. Though I do wonder why there is not an official definition for DLL. I found under other sites that it specifically states “There is no single consistent definition of dual language learners.” (https://www.childtrends.org/indicators/dual-language-learners).   As others have found, there is an increase of children who have another home language other than English. So, why is this not being tracked and monitored. The data collection was done in 2016.  If there is such a large population (4:10 families home language is not English) then there are many children who are not receiving the support.  My county of San Diego is considered the most linguistically diverse area for its size. Which feels like we could be front runners in collecting stats and implementing supports for children of different languages.

It also became apparent how much the focus was on school age children versus those under the age of 5. We already have the research to support how much language and brain development occurs in these early years, so why are there no stats for these children who are in the process of early language development. It’s better to be proactive than reactive.

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For Ventura county I saw that 42.11% of students were enrolled that were english learners and fluent english proficient students. I don't want to say I was suprised to see spanish to be the highest percentage because growing up in my classes there were always about half of us that spoke spanish or a different language.  Mixteco was the second highest.
https://dq.cde.ca.gov/dataquest/lc/CountyLC.aspx?Level=County&TheCounty=56+VENTURA&cYear=2018-19
I also found that the higher number of english learners were in grades 1-4.
91.34% were spanish speaking.
According to this list Arabic was the second highest percent with  2.91%.
https://dq.cde.ca.gov/dataquest/SpringData/StudentsByLanguage.aspx?Level=District&TheYear=2018-19&SubGroup=All&ShortYear=1819&GenderGroup=B&RecordType=EL&CDSCode=56726520000000

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Riverside County
I found it interesting to see that we had higher numbers of EL learners in the lower school grades like kinder to 2nd grade. After reading chapter 1 in our textbook I have to agree in the urgent need for Educators to learn more about creating inclusive teaching for those students.
https://data1.cde.ca.gov/dataquest/SpringData/StudentsByLanguage.aspx?Level=County&TheYear=2018-19&SubGroup=All&ShortYear=1819&GenderGroup=B&CDSCode=33000000000000&RecordType=EL

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On my research of California Department of Education, in 2018-19 school years were approximately 1.196 million English Learners in California public school so in 2017-18. The CDE provides assistance to the local school and districts to achieve the goals. English learner data are collect for 67 language groups 93 percent speak one of the top ten language in the state: Spanish 81.56%, Vietnamese 2.21%, Mandarin (Putonghua) 1.87%, Arabic 1.53%, Filipino (Pilipino or Tagalong)1.25%, Cantonese 1.21%, Korean 0.81%, Punjabi 0.77%, Russian 0.76%,Hmong 0.69%.

To accomplish this goal they have the dual language immersion program. They need to have a setting to provide academic instruction for the native speakers. The goal is high academic achievement and first and second language proficient and cross the culture of understanding. The transition or Development Program it need to provide pupils native language for literacy and academic instruction and enable an English learner to achieve and meet the state adopted academic. Structured English Immersion that classroom instruction to provide English with the curriculum and presentation to be design programs of structured for the English Immersion.

cde.ca.gov

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The San Benito County were classified as English Language learners when enrollment counts were taken according to the summary of profile of statistics of all school districts in the county.  The number of percentages of DDL students in the county of San Benito has decrease from 2014-2015 all the way to 2018-2019.  Number of percentage show below:
English Learners 2014- 15- 2016-17 2017-18 2018-19
Total | 3,255 | 3,250 | 3,061 | 2,878 | 2,882

Interestingly, of all languages spoken in San Benito County, Spanish is the dominant language.  According to the number of children who speak Spanish in 2014-2015 is 3,168 children. Furthermore, in 2017-2018, 2803 children speak Spanish.  2018-2019 number of children is not yet posted.
View Table Data below:

Languages of English Learners 2014-15 2015-16 2016-17 2017-18 2018-19
All Other | 53 | 53 | 45 | 45 |
Filipino (Pilipino or Tagalog) | 14 | 12 | 14 | 17 |
Ilocano | 6 |  |  |  |
Khmer (Cambodian) | 5 | 3 |  |  |
Korean |  |  |  | 3 |
Mixteco |  | 5 | 4 | 4 |
Punjabi | 9 | 12 | 11 | 6 |
Spanish | 3,168 | 3,165 | 2,983 | 2,803 |
Vietnamese |  |  | 4 |  | Total | 3,255 | 3,250 | 3,061 | 2,878

http://www.ed-data.org/county/San-Benito

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According to the California Department of Education, there were approximately 1.196 million students enrolled as, English Learners in the year of 2018-19. As many may know, these programs are designed to facilitate and speed the process for language acquisition for our English Learner community.

Throughout my research I also discovered that 19.3 of our ELS community are enrolled in California public schools. In addition to that, there is approximately 2,587,609 students who are either English Learners and Fluent in English that speak other languages besides English at home (CDE). Lastly, there are there are approximately a total of 67 different languages. However, according to the (CDE), 93 percent speak one of top ten languages in our state. The top ten languages in our state include the following: Spanish 81.56%, Vietnamese 2.21%, Mandarin (Putonghua) 1.87%, Arabic 1.53%, Filipino (Pilipino or Tagalog) 1.25, Cantonese 1.21%, Korean 0.81%, Punjabi 0.77%, Russian 0.76%, and Hmong 0.69%.

https://www.cde.ca.gov/ds/sd/cb/cefelfacts.asp

I Unfortunately, had a difficult time finding information on Dual Language Learner in the county of Sacramento. However, what I was able to find a Dual Language Immersion Program in our area. The first one I found is a DLL program for transitional kindergarten, Kindergarten and first grade, provided by the St. Philomene School located in the Sacramento county. According to the information found on their website, the students in the program spend half a day learning English and the other half learning Spanish. http://stphilomene.org/dual-immersion-program

Lastly, on DLL’s, I also found that the Sacramento County Unified School District, along with many more are now providing dual immersion programs aiding our DLL community with English alongside their “target” language (SCUSD). https://www.scusd.edu/district-program/language-immersion-and-other-alternative-programs
Languages  of English learners:

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Monterey County has 258k (59.1%) Hispanics/ Latinos residents, 129k (29.5%) White residents, 24.6k (5.64%) Asian residents, 10.9k (2.5%) Black/ African American residents, 2.14k (0.491%) Hawaiian & other Pacific Islander residents. Monterey County has 30,608 Dual Language Learners enrolled throughout the county from K-12 grade school years. 85% of the students are Spanish speakers. Spanish is the number one language spoken in the county.
During my research I found out that Monterey County student enrollment in 2017 was 78.4 % Hispanics/Latinos, English Learners was 39.5% and English only 35%.
Our local Dual Language Academy of the Monterey County has a total of 466 students enrolled from K-8th grade. 79% of the students are Latinos, 10% of the students are White, 5% are Black/ African American and 6% are other races.  Hispanics have the lowest graduation rate in the county. Asian 93.8%, White 88.8%, Hispanics 84%, Migrant students 80.7% and English Learners 75%
In 2018 many English Learners in the city of Salinas had the lowest score for the California English Language Development Test well known as CELDT. Alvarez school put together a summer program designed for English learners. This summer program was build to help the students with writing, reading and decoding text. About 215 students from throughout the MPUSD took part of this summer program. The students were tested at the beginning of the course to evaluate their language level and they will be evaluated again at the end to see how much progress they made.
After reading so many articles I noticed that budget cuts have a tremendous effect for the Dual Language programs.
https://datausa.io/profile/geo/monterey-county-ca/
https://www.montereycoe.org/Assets/MontereyCOE/Superintendent/Files/Newsletters/MCOE_AnnualReport_2017_EN_final_press.pdf

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SEASIDE >> Twenty-one students sit before computers in a lab created for summer instruction at King Elementary. Each wears headphones and a microphone, and when the computer flashes a new word, the students repeat them out loud.

Third-grader Ashley Cruz sees the word "sip" and enunciates its letters, then sees a photo illustrating its meaning. The computer moves on to "spin," "stack," and other "S" words.

She continues practicing phonics and vocabulary for another hour, then she moves to another classroom where she'll take lessons in academic language.

"What happens when you learn English as a second language is that you learn social skills but you don't get the academic skills to be in an academic environment, and that's what we're trying to build now," said Bob Greenlee, principal of King Elementary.

After budget cuts practically did away with summer schools, it became normal for districts to limit their offerings to remedial classes for students who were academically far behind. But this year, at least two districts are putting a spin on the summer sessions by reaching out to a largely neglected segment of the student population - "long-term English learners," and addressing their needs in Monterey County, where they constitute 41 percent of the students, is gaining more attention.

"We have so many long-term English learners in junior and senior years," said Rosie Alvarez, an instructor with the teaching credential program CalTEACH. "They're stuck and have never gotten out of that level."

In California, English learners are designated "long-term" if they are in grades 6-12 and have been in the U.S. school system for at least six years without mastering English. Most have reached middle school after spending the elementary years in local schools and haven't passed the California English Language Development Test.

The test, commonly referred to as CELDT, is given to every child whose parents report using a language other than English at home. The CELDT evaluates students' skills in listening, speaking, reading and writing in English, and they must keep taking the test every year until they achieve a passing grade in each of the areas.

Once they pass, students are reclassified as "fluent English proficient."

Advocates sounded an alarm bell in 2010 when they noticed almost two thirds of English learners in California's middle and high schools had begun their education in U.S. schools. Subsequently, the term "long-term English learner" entered the education lexicon, and since then the idea of addressing their specific needs has been gaining momentum.

"Some districts have made significant efforts ... ," said Shelly Spiegel-Coleman, executive director of Californians Together, author of the report "Reparable Harm," which put the needs of long-term English learners on the map. "Oakland and (Los Angeles Unified) and other districts are making significant efforts, but there's no mandate and is not consistent across the state."

Alvarez put together a summer program that combines training teachers with instruction for long-term English learners. About 105 students at El Gabilan Elementary School are taking a six-week summer program designed specifically for English learners who haven't been able to move into the mainstream. These students can largely navigate the social spheres with the English knowledge they possess, but have difficulty mastering the language.

"We're finding kids who are not even English learners are struggling with that too, because they come from homes where parents don't use academic language either," Greenlee said. "Many times they're not high school graduates, they did not go to college, so the language they hear at home or in the community is just everyday language, and to be successful in school you need to have both everyday language and academic language."

About 215 students from throughout MPUSD took part in the district's first summer program for "bubble" students: those who are about to burst through the CELDT but need a little push.

"In the past this was to provide summer for the lowest performing students," Greenlee said. "They're not the lowest, they're in the bubble, just that close to reaching the target they need to reclassify."

At El Gabilan, not only are students getting the extra help they need, but teachers in training are also learning how to address the needs of this particular group, organizers said.

"The hope is to equip future teachers so that every single student that comes to the classroom benefits from best practices and instruction for English learners," said Jeremy Galimba, an instructional coach for the CalTEACH program.

Much like the program at King Elementary, students at El Gabilan have three segments throughout the day to focus on different skills - writing, reading and decoding texts. They were tested at the beginning of the course to evaluate their language levels and will be evaluated again at the end to see how much progress they made.

But the real test won't come until September, when they take the CELDT again. Results are published in January.

With so many English learners, leaders in both districts agree addressing their needs is not just an imperative but also requires a shift in how teaching is done.

"There's some mindset shift that we need to do in order to serve our students, and when I say we I mean educators, not just MPUSD," district Superintendent PK Diffenbaugh said. "This is an issue across California. Just now, Latinos are a majority in California, and if we as the educational community don't do a much better job, we all will suffer because we'll have a less-educated population."
Claudia Meléndez Salinas can be reached at 726-4370.

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Long-term English learners getting more attention in Monterey County

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SEASIDE >> Twenty-one students sit before computers in a lab created for summer instruction at King Elementary. Each wears headphones and a microphone, and when the computer flashes a new word, the students repeat them out loud. Third-grader Ashley Cruz sees the word "sip" and enunciates its letters, then sees a photo illustrating its meaning.

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During my research, I was able to find the following, within Marin County, a total of 30 languages are spoken; Spanish been the top language in the county. A total of 489 kindergarten DLL students attend public school. Counting from Kindergarten to 12th., grade, a total of 86.63% of students speak Spanish. Then other non-English languages come in second, with a total of 15 kindergartners and a total of 2.07%

In my school site, the number of DL's, students that speak Spanish in Kindergarten is a total of 88, and 98.87% if we look at grades from kinder to 12th grade. Following with only 2, another non-English language. It was interesting to find out that our school site has two students that are non-English language.

Within my school district, there is one bilingual site, and that is Venetia Valley School, this school site is setting the stage for other sites to explore the idea of becoming bilingual programs.

Although we have another school in our district or programs that call themselves bilingual, the question remains, what truly takes to be a bilingual program?

Although, while the idea of becoming a bilingual site has been proposed in the past years. But it has been not very easy to hire and retain teachers, especially at our site. In our school site, there are only two teachers fully bilingual, me being one of them. The rest of the staff are monolingual English, been the predominant language of teachers.

https://data1.cde.ca.gov/dataquest/SpringData/StudentsByLanguage.aspx?Level=School&TheYear=2018-19&SubGroup=All&ShortYear=1819&GenderGroup=B&CDSCode=21654586024830&RecordType=EL

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As I searched for DLLs in the Sacramento county, I noticed that its a challenge to located the information I need.  I found studies and/or effective ways in supporting ELs, but hardly anything on DLLs.
Based on the California Department of Education (CDE), cde.ca.gov, there were at least 1.196 million ELs in California public schools. CDE have at least three programs to help close the achievement gab between ELs and native English speaking students. These three programs are: Dual-Language Immersion Program, Transitional or Developmental Program, and Structured English Immersion. These are the top ten languages spoken in the state:
Spanish | 81.56%
Vietnamese | 2.21%
Mandarin (Putonghua) | 1.87%
Arabic | 1.53%
Filipino (Pilipino or Tagalog) | 1.25%
Cantonese | 1.21%
Korean | 0.81%
Punjabi | 0.77%
Russian | 0.76%
Hmong | 0.69%

I wanted to narrow down my search more and was able to find Sacramento county data for ELs. Under California Department of Education Data Reporting office, https://data1.cde.ca.gov/dataquest/SpringData/StudentsByLanguage.aspx?Level=County&TheYear=2018-19&SubGroup=All&ShortYear=1819&GenderGroup=B&CDSCode=34000000000000&RecordType=EL,  I was able to sort ELs based on Grade levels. For Kindergarten, the Sacramento County has a total of 4,705 students speaking at least one language other than English:
-Spanish 2, 073
-Russian 393
-Hmong 263
-Other 285 (no clarification)
-Farsi 148
-Vietnamese 210
-Arabic 112
-Cantonese 212
and the list goes on with at least 62 languages listed.

Then, I went onto the Sacramento County Office of Education, SCOE, but did not find anything up to date. The most recent data they had was from 2013.
Somehow, I landed on Ed.data.org which took me to very specific data information on ELs, but not on DLLs. Here are the current information I found on the ELs within the Elk Grove District. Census enrollment for 2018-2019 shows a total of 63,917 enrollment for TK-12th. Out of the 63,917 enrollment 8,986 were considered EL students, which is a 2,000 decrease from 2014 school year. The chart below will show languages spoken within the Elk Grove District.
Between the Sac Unified  School District and the Twins River Unified School District, there are 5 schools that are either Dual Immersion Language program or Language Immersion Programs for the primary grades. Unfortunately, I was not able to located any specific data on the DLLs within the schools' website.

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During my research I found out that
In San Luis Obispo County, there's one school that offers a two-way immersion program, where students receive an education in English and in Spanish. Pacheco Elementary School has been a dual-immersion school for 23 years, and San Luis Coastal Unified School District officials think it might be time to start a second such program.

Rick Mayfield, former principal of Pacheco Elementary and current director of learning and achievement for San Luis Coastal, said Pacheco had 80 applicants for 16 spots last March during open enrollment.

"We have 160 students from the coast who currently attend Pacheco and another 50 on the current waiting list to attend," Mayfield said. "There's a lot of kids coming into town every day from the coast, riding the bus, who want to participate in this particular program."

San Luis Coastal is currently proposing to fill the gap by phasing in a dual-immersion program at Baywood Elementary School. The program would start with the kindergarten class in the fall of 2020-21 and continue to add a grade level each year.
This is an article from the new times.
I couldn’t find any data that shows the number/percentage of young dual language learners in San Luis Obispo County

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  Mirtha Rivas      A total of 2,664,921 California public school students (English Learners and Fluent English Proficient) speak a language other than English in their homes. This number represents about 42.8 percent of the state's public school enrollment. This graph displays the number of students speaking each of the top five non-English languages in this county. The percentages in the graph refer to the percent of all students in the county who speak each language. The “All Other” encompasses all languages spoken that are not included in a grade-by-grade list of the more than 65 languages reported by California schools. 

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  Mirtha Rivas      A total of 2,664,921 California public school students (English Learners and Fluent English Proficient) speak a language other than English in their homes. This number represents about 42.8 percent of the state's public school enrollment. This graph displays the number of students speaking each of the top five non-English languages in this county. The percentages in the graph refer to the percent of all students in the county who speak each language. The “All Other” encompasses all languages spoken that are not included in a grade-by-grade list of the more than 65 languages reported by California schools. 

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Languages of English Learners

Los Angeles

CDS Code 19-00000-0000000

Armenian                                 Cantonese                                 Korean                                 Mandarin (Putonghua)                                 Spanish                                 All Other                                              View by Language#%

All Other

Armenian

Cantonese

Korean

Mandarin (Putonghua)

Spanish

View Table Data

Languages of English Learners2014-152015-162016-172017-182018-19All Other  | 23,402  | 23,753  | 23,033  | 21,797  |
Armenian  | 6,150  | 6,711  | 6,194  | 6,192  |
Cantonese  | 5,172  | 4,645  | 4,296  | 4,187  |
Korean  | 4,442  | 4,426  | 3,781  | 3,510  |
Mandarin (Putonghua)  | 7,110  | 7,648  | 7,671  | 7,936  |
Spanish  | 303,602  | 299,286  | 284,317  | 261,688  | Total | 349,878 | 346,469 | 329,292 | 305,310 | N/A

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Fiscal, Demographic, and Performance Data on California's K-12 Schools

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 2018-19 Enrollment by English Language Acquisition Status (ELAS) and GradeHyatt Elementary School Report (33-67249-6032809)

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 2018-19 Enrollment by English Language Acquisition Status (ELAS) and GradeHyatt Elementary School Report (33-67249-6032809)

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The breakdown of the languages at the school I work at; Hyatt Elementary at San Jacinto Unified are as follow:    * English Only- 223
* Initial Fluent English Proficient-8
* English Learner 126
*Reclassified Fluent English 59

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DateQuest: San Jacinto Unified Enrollment Report 2018-19 by Ethnicity 

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DateQuest: San Jacinto Unified Enrollment Report 2018-19 by Ethnicity 

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I work for San Jacinto Unified. My site is Hyatt Elementary. There is a total of 416 students. 9.6%  of the population is African American, 1.4% is American Indian or Alaska Native, 0.2% are Asian, 79.1% are Hispanic or Latino  and 7.9% is White.

San Jacinto Unified Report (33-67249)
Report Description

Report Options and Filters

NameTotalAfrican AmericanAmerican Indian or Alaska NativeAsianFilipinoHispanic or LatinoPacific IslanderWhiteTwo or More RacesNot ReportedClayton A. Record, Jr., Elementary | 554 | 5.4% | 0.9% | 0.4% | 1.3% | 75.3% | 0.0% | 14.1% | 2.7% | 0.0%
De Anza Elementary | 688 | 6.7% | 2.3% | 0.6% | 1.2% | 69.6% | 0.3% | 16.3% | 3.1% | 0.0%
Estudillo Elementary | 675 | 7.4% | 8.0% | 0.3% | 0.1% | 69.8% | 0.3% | 10.2% | 3.9% | 0.0%
Hyatt Elementary | 416 | 9.6% | 1.4% | 0.2% | 0.0% | 79.1% | 0.0% | 7.9% | 1.7% | 0.0%
Megan Cope Elementary | 1,010 | 8.6% | 2.0% | 1.6% | 1.5% | 72.8% | 0.3% | 10.8% | 2.5% | 0.0%
Monte Vista Middle | 916 | 8.1% | 1.1% | 1.0% | 0.9% | 73.0% | 0.7% | 11.9% | 3.4% | 0.0%
Mountain Heights Academy | 144 | 7.6% | 2.8% | 0.7% | 0.0% | 63.2% | 0.7% | 17.4% | 7.6% | 0.0%
Mountain View High | 250 | 12.0% | 2.4% | 0.0% | 0.0% | 73.2% | 0.4% | 8.8% | 3.2% | 0.0%
Nonpublic, Nonsectarian Schools | 27 | 18.5% | 0.0% | 0.0% | 0.0% | 51.9% | 3.7% | 22.2% | 3.7% | 0.0%
North Mountain Middle | 1,056 | 8.4% | 2.6% | 0.5% | 0.3% | 74.2% | 0.5% | 11.3% | 2.3% | 0.0%
Park Hill Elementary | 846 | 10.9% | 2.0% | 0.7% | 0.7% | 68.1% | 1.3% | 12.8% | 3.5% | 0.0%
San Jacinto Elementary | 525 | 9.9% | 1.7% | 0.0% | 0.0% | 78.9% | 1.0% | 6.3% | 2.3% | 0.0%
San Jacinto High | 2,676 | 7.8% | 1.9% | 1.1% | 1.4% | 73.4% | 0.7% | 10.8% | 2.9% | 0.0%
San Jacinto Leadership Academy - Magnet | 349 | 6.0% | 1.4% | 1.7% | 2.6% | 68.2% | 0.6% | 16.0% | 3.4% | 0.0%
San Jacinto Valley Academy | 1,436 | 4.5% | 1.3% | 1.9% | 0.8% | 67.1% | 0.6% | 22.1% | 0.9% | 0.7%

Report Totals

NameTotalAfrican AmericanAmerican Indian or Alaska NativeAsianFilipinoHispanic or LatinoPacific IslanderWhiteTwo or More RacesNot ReportedSan Jacinto Unified | 11,568 | 7.8% | 2.1% | 0.9% | 0.9% | 72.0% | 0.6% | 12.8% | 2.7% | 0.1%
Riverside County | 428,494 | 6.0% | 0.5% | 3.1% | 1.9% | 64.2% | 0.3% | 20.2% | 3.2% | 0.5%
Statewide | 6,186,278 | 5.4% | 0.5% | 9.3% | 2.4% | 54.6% | 0.5% | 22.9% | 3.6% | 0.9%

Data Reporting Office
California Department of Education
1430 N Street
Sacramento, CA 95814

DRO@CDE.CA.Gov  |  Web Policy

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San Diego Child and Development Planning Council

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San Diego Child and Development Planning Council

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Here are some key highlights from a 2018 study done on the local child care needs and barriers in San Diego County based on recent statistics from 2016.

- An estimated  577,920 children ages 0-12 live in San Diego.
-47% of those children are under the age of 6.
- Four out of ten San Diego County families speak a language other than English in the home and 16% of the children in these families speak English less than what is considered to be "very well".

Based on the San Diego Child Care and Development Planning Council 2016 Need Assessment (https://www.sdcoe.net/student-services/early-education/Documents/planning-council/CCCCA%20Needs%20Assessment%202016.pdf)

- There were 243,091 children 0-5 years
- The languages spoken by children K-12 were:

- 31.4% Spanish
- 1.7% Filipino
- 1.3% Vietnamese
- 0.9% Arabic
- 0.7% Mandarin
- 0.6% Aramaic
- 0.4% Korean
- 0.4% Somali
- 0.3% Farsi
- 0.8% Other

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*In the 2018–19 school year, there were approximately 1.196 million English learners in California public schools
*93 percent speak one of the top ten languages
*Spanish | 81.56%
Vietnamese | 2.21%
Mandarin (Putonghua) | 1.87%
Arabic | 1.53%
Filipino (Pilipino or Tagalog) | 1.25%
Cantonese | 1.21%
Korean | 0.81%
Punjabi | 0.77%
Russian | 0.76%
Hmong | 0.69%

https://earlylearninglab.org/real-talk-fresno-takes-dual-language-learning/
https://psmag.com/education/a-huge-shift-how-california-is-making-up-for-20-years-of-english-only-education
https://www.cde.ca.gov/ds/sd/cb/cefelfacts.asp

You can see the different schools that fall under the Fresno county and see the percentage of english learners.
https://www.kidsdata.org/topic/51/english-language-learners/table#fmt=205&loc=127,347,1763,331,348,336,171,321,345,357,332,324,369,358,362,360,337,327,364,356,217,353,328,354,323,352,320,339,334,365,343,330,367,344,355,366,368,265,349,361,4,273,59,370,326,333,322,341,338,350,342,329,325,359,351,363,340,335,449,451,452,453,454,455,456,457,458,459,460,461,462,463,464,465,466,467,468,469,470,471,472,473,474,475,476,477,478,479,2130,482,483&tf=88&sortColumnId=1&sortType=asc

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DataQuest Home Enrollment Report 2018-19 Enrollment by EthnicityShasta County Office of Education Report - (45-10454)Report Description Report Options and Filters Name Total African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Pacific Islander White Two or More Races Not Reported Chrysalis Charter 2320.0%1.3%0.4%0.0%10.3%0.9%80.6%5.6%0.9% Redding STEM Academy 2370.0%3.4%0.4%0.0%10.5%0.0%69.6%14.3%1.7% Shasta County Independent Study Charter 1232.4%4.9%1.6%0.0%12.2%0.0%76.4%2.4%0.0% Shasta County Juvenile Court 224.5%0.0%0.0%0.0%18.2%0.0%72.7%4.5%0.0% Shasta County Special Education 370.0%5.4%5.4%0.0%10.8%0.0%70.3%8.1%0.0% Report Totals Name Total African American American Indian or Alaska  Native Asian Filipino Hispanic or Latino Pacific Islander White Two or More Races Not Reported Shasta County Office of Education 6510.6%2.9%0.9%0.0%11.1%0.3%75.0%8.3%0.9% Shasta County 26,9771.4%3.9%3.5%0.3%15.6%0.3%67.1%6.3%1.6% Statewide 6,186,2785.4%0.5%9.3%2.4%54.6%0.5%22.9%3.6%0.9% Data Reporting Office California Department of Education                       1430 N StreetSacramento, CA 95814 DRO@CDE.CA.Gov | Web Policy

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DataQuest Home Enrollment Report 2018-19 Enrollment by EthnicityShasta County Office of Education Report - (45-10454)Report Description Report Options and Filters Name Total African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Pacific Islander White Two or More Races Not Reported Chrysalis Charter 2320.0%1.3%0.4%0.0%10.3%0.9%80.6%5.6%0.9% Redding STEM Academy 2370.0%3.4%0.4%0.0%10.5%0.0%69.6%14.3%1.7% Shasta County Independent Study Charter 1232.4%4.9%1.6%0.0%12.2%0.0%76.4%2.4%0.0% Shasta County Juvenile Court 224.5%0.0%0.0%0.0%18.2%0.0%72.7%4.5%0.0% Shasta County Special Education 370.0%5.4%5.4%0.0%10.8%0.0%70.3%8.1%0.0% Report Totals Name Total African American American Indian or Alaska  Native Asian Filipino Hispanic or Latino Pacific Islander White Two or More Races Not Reported Shasta County Office of Education 6510.6%2.9%0.9%0.0%11.1%0.3%75.0%8.3%0.9% Shasta County 26,9771.4%3.9%3.5%0.3%15.6%0.3%67.1%6.3%1.6% Statewide 6,186,2785.4%0.5%9.3%2.4%54.6%0.5%22.9%3.6%0.9% Data Reporting Office California Department of Education                       1430 N StreetSacramento, CA 95814 DRO@CDE.CA.Gov | Web Policy

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In 2016, one in three (33 percent) U.S. children lived in a household where a language other than English is spoken. Dual language learners (DLL) have the potential to excel in an increasingly diverse society. However, their academic achievement lags behind that of children whose only home language is English.

Among children living in non-English language households, Spanish is by far the most prevalent household language, accounting for about two thirds of DLLs, or 16.1 million children in 2016.

Even while the proportion of children who are dual language learners has grown, a steadily declining number of children in these households speak English less than “very well”: from 2004 to 2016, the number decreased from 20 to 14 percent of all dual language learners older than four years.

https://padlet.pics/1/proxy?url=https%3A%2F%2Ftse1.mm.bing.net%2Fth%3Fid%3DOIP.tc8UUUpVD7BWI2RjdBuwOwHaH0%26pid%3DApi

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Community Board #2. DLL in San Diego County

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Community Board #2. DLL in San Diego County

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After some researches I have found that Southern California is one of the most linguistically diverse areas of its size in the country.

At least one in five students in San Diego County schools speaks a language other than English.

These are the 10 top languages spoken in San Diego and the number of speakers of each language:

Spanish (89.972), Arabic (3.077), Filipino (2.901), Vietnamese (2.495), Mandarin (1.039), Korean (797), Russian (506), Cantonese (298), Hmong (90), Punjabi (36).

The percentage of San Diego Unified English Learners students who were deemed fluent, or English proficient, was 17 percent in the 2016-2017 school year, up from 11 percent two years before, according with to district data. (sandiegouniontribune.com)

After reading all these information we can see how every year the number of Dual Language Learners are increasing.

I couldn't find much from California Department of Education web site. It looks like it has a lot of information but more related to California statistics in general, or at least I couldn't find easily by searching in that website.

I have found more information about Dual Language learners in websites like Cde.ca.go, voiceofsandiego.org, Sandiegounified.org and ed-data.org.

there is an interesting article about how San Diego County needs to improve their English-Learner Program.

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Ask any official at San Diego Unified School District, and they'll tell you what great strides the English-learner program has made in recent years. How the district is reclassifying students as English-proficient quicker than ever and not letting them languish behind.

But a new state report blasted the district for how it handles English-learner education. The report, obtained by Voice of San Diego through a Public Records Act request, says many students "are not receiving consistent, comprehensive instruction" in English language development or the kind of high-quality, in-classroom teaching that would help them succeed.

State investigators also dinged the district for not sticking to a high enough standard when reclassifying students out of English-learner status, not tracking their progress effectively and for problems in professional development, which is meant to help teachers gain the necessary skills to teach to English-learner students in the classroom.

District officials have been aware of the findings since early March, but they are now becoming public for the first time.

Roughly 26,000 San Diego Unified students, or 21 percent, qualify as English-learners, which means English isn't their primary language and they haven't developed proficiency. When an English-learner develops enough skills, they are reclassified out of the program, which is the goal for every English-learner student.

Students who get enough support to be reclassified tend to have much better outcomes.

"It's not like this is something new for me. I know there are a lot of problems," said Lallia Allali, a parent who chairs the District English Learner Advisory Committee. Even though no one showed Allali the report, she said she was aware of many of the problems it raised.

Based on meetings with teachers and principals, Allali had heard whispers that not all students were receiving state-mandated "English Language Development," or ELD, instruction. (Some ELD instruction is supposed to take place in normal classes, and some is done during a special class for English-learners.) "But I didn't have the evidence to prove it," said Allali.

She asked the district to develop a system to help her committee evaluate whether schools are implementing ELD instruction.

"They told me the relationship needs to be based on trust. But I don't believe in that concept. I believe people must be held accountable for what they are doing," she said.

The California Department of Education looked into the district's English-learner program as part of regular program monitoring conducted by the state. To get a window into the district's practices, state investigators sampled eight schools: Hoover High, Morse High, Pacific Beach Middle, Clark Middle, Balboa Elementary, Euclid Elementary, Fay Elementary and Hamilton Elementary. Only Hamilton and Balboa did not have serious problems.

At the other six schools, state investigators found many students were not receiving the English-language instruction they needed to become proficient in English or to meet grade level standards. District students "are not consistently receiving academic instruction with sufficient strategies and differentiation to ensure [English-learners] meet the content and performance standards for their grade levels," the report concluded.

In plain speak: English-learners in San Diego Unified aren't getting the support they need to pass their classes and master the subjects they study.

During an overhaul of the program in recent years, the district significantly cut the number of staff dedicated to helping English-learner students. The remaining staff were moved from individual school sites to a central location. Instead of focusing on out-of-class instruction for English-learners, the district moved to a more integrated approach, meaning students would learn more English in general ed classes with their peers.

San Diego Unified officials have touted this approach as more effective. And when implemented effectively it can work, as it did at Kearny High. But the state's findings offer some of the first evidence-based conclusions that suggest the changes are not being implemented well on a broad scale.

In particular, district officials often hold up statistics that show they are reclassifying more English-learner students as proficient in English instead of letting them fall into "long-term English-learner" status. (Long-term English-learners are people who have gone more than six years without becoming proficient in English.) Back in 2013-14 the district had roughly 5,700 long-term English-learners. Now it has around 2,700.

But the report cast some doubt on those figures. Students are supposed to be reclassified out of English-learner status when they meet certain testing benchmarks, after they are evaluated by their teachers and with parent involvement. But the report noted "the teacher evaluation criteria do not include objective guidelines" for when to transfer students. It also noted the district "does not adequately provide opportunities" for parent involvement.

Richard Barrera, the only San Diego Unified board member to identify as having a Latino background, said he found the findings "concerning," but was not yet alarmed. He said he wanted to see how Superintendent Cindy Marten and her staff respond to the findings before rushing to judgment.

The district had 45 days to send an initial response to the state on each of its findings, which come as a result of regular monitoring conducted by the state to make sure local districts are in compliance with federal standards. After the findings, a back-and-forth process begins between the state and the district. The state's ultimate goal is to ensure the district is in compliance with all its programs.

"Like with any audit and findings the district may come back and say we disagree," said Barrera. "But if the district comes back and says you're right ... we haven't been providing an adequate instruction then that moves from concerning to alarming."

Barrera said he is willing to keep a wait-and-see attitude, because from the data he has seen the district has done exceptionally well with reclassified English-learners in particular.

"You bet, I'm going to have a couple of questions for [district staff] about this," he said.

In a statement, the district's spokeswoman Maureen Magee wrote, "The findings outlined in the March report from the [Department of Education] deserve to be taken seriously. San Diego Unified believes in using data as a flashlight - not a hammer." District officials are continuing to work with the state to resolve the findings in the report, she wrote.

She also pointed to the district's graduation rate for English-learners being above state average. Statewide, just 67.9 percent of English-learners graduated. In the district, 70.4 percent graduated.

"They keep saying they are doing good and all that they can to support English-learners, but as a parent I don't see it that way," said Allali, the committee chair. "I just don't see that the district is doing everything possible to support English-learners."

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State Blasts San Diego Unified's English-Learner Program for Serious Flaws - Voice of San Diego

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Ask any official at San Diego Unified School District, and they'll tell you what great strides the English-learner program has made in recent years. How the district is reclassifying students as English-proficient quicker than ever and not letting them languish behind. But a new state report blasted the district for how it handles English-learner education.

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The estimated total number of DLLs from ages birth to 12 years is 31,073

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SANTA BARBARA COUNTY CHILD CARE PLANNING COUNCIL

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SANTA BARBARA COUNTY CHILD CARE PLANNING COUNCIL

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The following are some key-points from the Santa Barbara County Child Care planning council's community assessment. (Resource link below)

Countywide 34% of children grades K-12 are English Learners.

Primary languages spoken in households in the Lompoc Valley:

English 75%

Language other than English 25%

Spanish 21%

Other Indo-European Language 1%

Other Languages 3%

(There are other counties listed but I decided focus on the Lompoc Valley)
Below are  a few key-points pertaining to DLLs.

Santa Maria has a larger proportion of children who are dual language learners than other regions of the county Santa Maria has a larger proportion of children who are dual language learners than other regions of the county.  Pg. 20

Based on data collected for this report, we estimate that more than 30,000 children in Santa Barbara County are Dual Language Learners. Pg. 41