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Title III: English Language Learners

Oregon English Language Learner Report

The Oregon English Language Learner Report is an annual publication required by law (ORS 327.016), which reports on financial information for English language learner programs, the objectives and needs of students eligible for and enrolled in an English language learner program, as well as provides information on the demographics of students in English language learner programs in each school district. In addition, this report provides a tool that makes data on English language learners accessible to researchers, media, students, and parents. ​The most recent report is for the 2018-2019 School Year.

English Language Learner Program Guide

The English Language Learner Program Guide is a living document and subject to frequent updates. We recommend reviewing the document online rather than printing a hard copy. This document includes information from the Elementary and Secondary Education Act and is subject to change when additional guidance is received from the US Department of Education.

ELD (English Language Development) teachers will follow the statewide identification procedure for all English Learners (EL) that was approved by ODE. The Language Use Survey (LUS) will be completed for all students on the enrollment form upon entry to their home district. If a language other than English is listed on the LUS, the ELD teacher will proceed to investigate the student's status as an English Language Learner.

The ELD teacher will verify a student's EL eligibility, ineligibility, proficiency, or need to be assessed through investigation:

  • If the student was previously enrolled in an Oregon School District the teacher will refer to the ODE EL History Report or contact the previous school district to obtain
    • most recent ELPA Screener assessment scores or
    • most recent ELPA Summative assessment scores
  • If the student is enrolling for the first time in a public Oregon school and is coming from another ELPA state: Arkansas, Iowa, Kansas, Louisiana, Nebraska, Ohio, South Carolina, Washington, or West Virginia
    • ELPA Screener or Summative scores will be accepted if provided by parents
    • If scores are:
      • not available; student will be administered the ELPA Screener
      • over one year old; student will be administered the ELPA Screener
  • If the student is enrolling for the first time in a public Oregon school and is NOT coming from another ELPA state the student will be administered the ELPA Screener.

Pull-Out: EL's spend most of their day in a mainstream classroom, and are "pulled out" for a portion of the day to receive targeted English Learner Instruction. This approach takes place mostly in elementary school settings.

ELD Class Period: EL's receive their ELD Instruction during a regular class period and also receive course credit for the class. This approach is more common in middle school and high school settings.

Co-Teaching/Push In: ELD Instruction is provided within the student's mainstream or content classroom. An ELD teacher is present during that instruction and supports, teaches, and collaborates with the classroom teacher to generate appropriate targeted instruction for language learners.

Sheltered Instruction: Teachers use instructional strategies to deliver grade level subject matter, such as Mathematics, English Language Arts, Science & Social Studies, in order to make content accessible.

Districts use ELPA Summative results to determine when an EL is Proficient. Any EL who scores any combination of 4s and 5s in their Reading, Writing, Listening, and Speaking language domains is considered proficient, and will be exited from the program and monitored for four years.

The ELPA21 assessment system measures a student's proficiency in reading, writing, speaking, listening to, and understanding English. It comprises two assessments: the screener assessment and the summative assessment.

ELPA21's screener assessment is used to identify students who may qualify as English language learners (ELLs). It is given either at the beginning of the school year or at the time a student arrives at a new school system. Students who qualify as ELLs as a result of the ELPA21 screener assessment are placed into their school's ELL program and receive supplemental English learning support throughout the school year.

At the end of each school year, all designated ELLs are required to take the ELPA21 summative assessment. Results from that assessment are used to determine whether a student still qualifies as an English language learner or whether a student has achieved a sufficient level of proficiency in English so that he or she no longer needs support and can exit the school's ELL program.

The ELPA21 assessment is different from standard classroom tests. Instead of measuring a student's knowledge of academic content, ELPA21 measures a student's ability to understand and communicate in English. Performance on the ELPA21 screener and summative assessments will not affect your student's grades, your student's subject-based test scores, or your school's overall state performance rating. Results from the ELPA21 assessment are used to determine whether a student qualifies for English support services and what types of services might be needed.

Students are Emerging when they have not yet attained a level of English language skill necessary to produce, interpret, and collaborate on grade-level content‐related academic tasks in English. This is indicated on ELPA21 by attaining a profile of Levels 1 and 2 in all four domains. Students scoring Emerging on ELPA21 are eligible for ongoing program support.

Students are Progressing when, with support, they approach a level of English language skill necessary to produce, interpret, and collaborate, on grade-level content‐related academic tasks in English. This is indicated on ELPA21 by attaining a profile with one or more domain scores above Level 2 that does not meet the requirements to be Proficient. Students scoring Progressing on ELPA21 are eligible for ongoing program support.

Students are Proficient when they attain a level of English language skill necessary to independently produce, interpret, collaborate on, and succeed in grade-level content‐related academic tasks in English. This is indicated on ELPA21 by attaining a profile of Level 4 or higher in all domains. Once Proficient on ELPA21, students can be considered for reclassification.

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