- English Learner Program
English Learner Program
Growing up multilingual is a valuable asset for any child. At EVA, we strive to meet students wherever they are in their English Language journey. Parents and learning coaches are an important part of this process, so we offer phone interpretation and document translation services as needed.
English Learner Identification
EVA follows statewide guidelines in determining student eligibility for program placement and services in the English Learner (EL) program, as outlined by the Oregon Department of Education.
Upon enrollment, the EL Coordinator reviews the Language Use Survey (LUS) to determine use of a language other than English. If a language other than English is listed on the LUS, the EL Coordinator investigates the students status as an English Learner. This may include contacting previous schools and referring to the ODE history report.
- For existing EL students transferring to EVA – If previously enrolled in an EL program in another Oregon school and/or district, the EL Coordinator will review English Language Proficiency Assessment (ELPA) scores to determine English proficiency in the four domains: reading, writing, speaking, listening.
- For new EL students – The EL Coordinator may need to administer the ELPA Screener to determine language proficiency levels. Usually this happens when an existing screening is not available because the student is entering kindergarten, enrolling from another state in which ELPA scores are unavailable, or new to Oregon public schools.
Once a student has been identified as an English Learner they are assigned an instructional model based on grade level, English proficiency and individual student needs.
EVA uses a combination of push-in/team teaching and small group English Language Development (ELD) classes to support EL identified students.
- Push-in/team teaching – Students are served within their core content classes with an ELD Teacher present to assist them with coursework, specific language based strategies, and accessing academic content.
- Small group ELD classes — Students receive direct English Language instruction from the ELD teacher during a separate class period. (Note: ELD classes are considered Elective credit courses at the Middle and High School level.)
The EL Coordinator also provides support, communication, collaboration, and guidance to help students succeed academically. Parents/Guardians will be informed of specific program placement and student proficiency levels.
Assessment & Exit Criteria
The goal of the EL program is for students to achieve academic English language proficiency levels that are appropriate to grade level standards in order to support academic achievement in all content areas.
EL students take the English Language Proficiency Assessment each year in the spring. This measure will show student progress towards proficiency in the use of academic English in the areas (domains) of reading, writing, speaking and listening.
- Emerging (level 1-2)
- Progressing (level 3 in most domains)
- Proficient (level 4 and 5 in all domains)
Exiting the EL Program
When a student scores any combination of 4s and 5s in the reading, writing, listening, and speaking domains they will be considered proficient in English, exited from the EL program, and monitored for four years.
After four years, if a student has not re-entered into the EL program, they will be exited completely and no longer monitored. This determination is made using teacher observation, work samples, grades and statewide assessment data.
Re-entry into the EL Program
While a student is being monitored, the EL Coordinator, along with the student’s general education teachers, will continuously review their academic progress. If a student is struggling in their classes due to academic language, it is possible for them to re-enter the EL program.