The district’s English Learners annual report, presented Aug. 11 by Kelly Gavrich, the district’s ELDLI TOSA, showed lower attendance and lower on‑track graduation metrics for students identified as current English learners compared with students who were former or never ELs. Gavrich also outlined program expansions and state support under House Bill 3499.
Gavrich defined categories used in state reporting: current English learners (students who qualify for English Language Development services), former English learners (students who previously qualified and exited), ever English learners (students who have ever qualified) and never English learners. For the 2023‑24 school year the district reported 481 current ELs and 268 former ELs (749 total “ever” ELs); district staff noted some reconciliation issues in state comparisons but provided the counts to the board.
Attendance and graduation data presented to the board included: attendance rates that were lower for students who were ever ELs than for never ELs; on‑track to graduate percentages of 51% for current ELs, 70% for ever ELs and 82% for never ELs (district figures); and four‑year graduation rates of 71% for current ELs versus 86% for former and never ELs. Gavrich and administrators emphasized that exiting students from EL status before high school and providing high‑school‑level supports are priorities.
Gavrich told the board the district recorded 38 students earning a Seal of Biliteracy or Multiliteracy in 2024‑25; 55% of those earners were ever ELs and 66% had participated in the district’s dual‑language program at some point. The district plans continuing Spanish language arts and Spanish global studies options at Oregon City High School.
District staff said Oregon City is among districts identified to receive additional support under House Bill 3499; the district will use those resources to expand professional development tied to adopted ELD curriculum, train staff on curriculum assessments and launch an academic‑language toolkit for content teachers. Gavrich also described community engagement efforts, including partnerships to reach families and culturally relevant events to improve outreach.
Board members asked for clarifications about data definitions and counts; presenters acknowledged a data reconciliation issue on one slide and said they would update figures as needed. Administrators said they will pursue outreach and PD funded through HB 3499 and that the academic‑language toolkit will be available to teachers districtwide this school year.