The English Language Development department has restructured to promote greater inclusive and integrated English Language Development instruction. Our integrated instruction effort remains unchanged and unwavering. Our restructure is our commitment to supporting key instructional shifts needed to deeply support integrated instruction. Through our cross-disciplinary collaboration, we will focus on the design of an integrated core curriculum in Language Arts that supports simultaneous language development. Ensuring our Emergent Bilinguals/Multilingual Learners (EB/MLLs) access to our integrated core curriculum and daily rigorous integrated instruction, grade level tasks will help all students develop strong disciplinary language and analytical practices necessary to strengthen student independence to demonstrate knowledge of content and use of high academic language.  

Historically, learning has been designed to meet the needs of diverse learners through specialized programs. The needs of special education, talented and gifted students, English learners, and culturally specific groups have often been addressed by separate programs, specialized staff, or strategies that address the challenges facing some students. Designers of inclusive learning experiences recognize that every learner is different. Differences are the norm; therefore, the notion of accessibility expands dynamically to meet needs across the range of human diversity. (Graduate Portrait p.23) Equitable outcomes and closing the opportunity gap for our historically underserved Emergent Bilinguals/Multilingual Learners is our district priority. To keep our graduate portrait promise for EB/MLLs they must always be at the center of our decisions and instructional priorities. 

With strong partnerships and collaboration between ELD specialists, core teachers and support staff we can meet the unique needs of our EB students and together help them attain the graduate portrait promise. 

As part of the ELD Department restructure, Title III requirements have moved to the Funded Programs Department. The ELD Academic Program will oversee the initial student language screener and all of the English language development instructional PD, Newcomer, & EB instructional support.

For Title III support, contact Elena Collazo Santiago, Title III Program Assistant Director.

For ELD instructional support, contact Alayna Mateja for grades K-5 and Jennifer Anderson for grades 6-12.

Board Goal: 

By the Spring of 2022, 3rd grade reading: Close achievement gap, accelerate growth for our underserved students of color moving from 44% to 60% meeting or exceeding growth expectations as measured by end of year MAP.

Oregon ELL 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.

El Informe sobre los estudiantes del idioma inglés de Oregon es una publicación anual obligatoria por ley (ORS 327.016), que brinda información financiera de los programas para estudiantes del idioma inglés (English language learner, ELL), los objetivos y las necesidades de los estudiantes elegibles para un programa para estudiantes del idioma inglés y que están inscrito en uno y brinda los datos demográficos de estudiantes en programas de este tipo en cada distrito escolar.

ELD Academic Program

• Promoting greater inclusive and integrated ELD
• Integrated Instruction
• Collaborative teaching
• Academic Programs supporting all ELD instructional needs K-12 plus ELPA screener and summative

Title III

Overseen by Funded Programs