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Elmwood Park Board hears English learner update: 31% of students identified as EL, expanded language supports reported
Summary
District staff reported 31% of students in Elmwood Park CUSD 401 are identified as English learners, described language-program offerings and new curriculum resources, and noted increases in EL assessment growth and world-language testing participation.
The Elmwood Park CUSD 401 Board of Education received a detailed update on the district’s English learner (EL) program that showed the district serves about 31% EL students, described program placements and new curricular supports, and highlighted gains on state and district assessments.
Why it matters: The EL population is substantially larger than the Illinois statewide average; program resources and staffing decisions affect classroom instruction, testing, and family engagement.
In the presentation, presented by Miss Gomez on behalf of the EL department, district staff said Elmwood Park serves approximately 31% English learners, compared with 16% statewide. Spanish is the majority home language at about 64.6%; other languages noted included Ukrainian, Polish and Arabic, with additional representation from Russian, Bulgarian and Albanian. Miss Gomez said translated communications prioritize Spanish, Ukrainian and Polish.
Staffing and exits: The presenter said roughly 31% of the district’s teachers are EL‑certified. The district uses the ACCESS composite score to determine exit from EL status; staff said a composite score of 4.8 is the district exit threshold. Miss Gomez said the district’s exit rate last year was 6.4%, which she contrasted with an Illinois reference of 6.2%.
Assessment and curriculum supports: Presenters credited a mix of factors for recent gains in EL growth scores, including new curricular resources and expanded native-language instruction. For K–5 the district uses the Wonders curriculum (and a Spanish counterpart) and Reading A‑Z, while grades 6–12 use StudySync; other tools mentioned included IXL, English 380, Flashlight 360 and Estrella for dual-language interventions. The district also described targeted newcomer programs, EL 1–3 classes at the high school, co‑teaching models, and programming such as strategic reading for ELs.
Dual-language and family engagement: John Mills was identified as hosting a 50/50 dual-language strand K–4 aimed at bilingualism and biliteracy. The district holds bilingual parent advisory committee (BPAC) meetings and is planning a cultural-heritage celebration for May 14. Staff also noted the Seal of Biliteracy testing at the high school, with roughly 76–77 students testing this year across additional languages offered.
Questions and next steps: The board asked for clarification on assessment and program placement; staff indicated ACCESS testing was imminent and said teachers are participating in targeted professional development such as workshops from the Illinois Resource Center and a multilingual conference.
End note: The EL update emphasized program expansion, multilingual communications to families, and several curricular and staffing strategies designed to improve English‑language proficiency.
