Hermiston trustees review English‑learner report, SLIFE numbers and assessment strategy; district seeks double‑digit growth

School leaders told the Hermiston School Board on Sept. 22 that English‑learner enrollment and assessment results continue to shape instruction and district priorities.

Presenters said 39% of Hermiston students are "ever English learners" (students who are current, former or monitored ELs) and that 21% of students were currently enrolled in EL services in the 2023–24 state report the district reviewed. The district said 69% of current EL students are in elementary grades and about 31% are in secondary grades.

SLIFE and languages: staff highlighted a comparatively large SLIFE population (students with limited or interrupted formal education): the state report counted 934 SLIFE students across Oregon; Hermiston had 84 SLIFE students in that report, an increase of 37 from the prior reporting period. Presenters said Hermiston—s SLIFE population includes students who are preliterate in their native language and sometimes speak Mayan dialects (the district noted roughly 12% of its EL population speaks a Mayan dialect). The district has hired bilingual staff able to interpret in Spanish and a Mayan dialect and uses family engagement specialists to reach those families.

Attendance, achievement and graduation: the presentation compared never‑EL, former‑EL and current‑EL outcomes. The board heard statewide averages cited in the report: regular attendance rates for never‑ELs about 71.6%, former ELs 77.9% and current ELs 65.4%. Reading proficiency figures shared in the presentation showed a substantial gap by EL status: the presenters cited statewide numbers of roughly 47.3% proficiency for never‑ELs, about 6.6% for current ELs and about 82.9% for former ELs — data the presenters used to argue that acquiring English proficiency is associated with higher long‑term academic outcomes. Graduation rates in the district were reported as roughly 82.2% for never‑ELs and 68% for current ELs, with former ELs graduating at higher rates than never‑ELs in recent years.

Opt‑outs and integrated ELD: the board heard that 84 secondary students in the 2023–24 report had the district record that they had "opted out" of EL services (67 at the high school, 17 at middle school). Presenters said students and families sometimes opt out so students can take electives or other courses needed for on‑time graduation; staff said opt‑outs reduce students— access to targeted language supports and can depress secondary ELPA (English Language Proficiency Assessment) results. To address that, the district expanded integrated ELD (instruction embedded in electives/core classes) so students can keep language supports while taking other classes; presenters said an initial cohort using that model reduced the number of exits from 84 to about 10 the following year.

On‑track EL proficiency and school ratings: Hermiston reported progress on the state—s "on track for EL proficiency" metric and said the district achieved a level‑4 designation on that state report card metric. Two schools were reported near a level‑5 threshold (one at 79%, another at 75% on the on‑track measure); the presenters said a level‑5 designation would require an 80% on‑track rate.

Assessment strategy and interim data: presenters described the district—s growing use of NWEA MAP interim assessments alongside state OSAS summative tests. Staff said MAP correlates closely with state scores and gives timely diagnostic data — fall, winter and spring — that can guide classroom grouping and intervention. The district set a growth goal this year of having at least 60% of students meet their MAP growth targets and said principals and PLCs will use MAP and benchmark data to set classroom‑level targets.

Science, math and ELA highlights: presenters said elementary science proficiency has been low since Oregon moved to NGSS‑aligned assessments in 2021–22; the state and district saw a drop when the new science assessment was introduced, and staff said the district is refocusing on science investigations integrated into ELA to build both content and reading skills. In literacy the district reported steady gains in primary grades and said 45% of third graders were proficient (about 5 percentage points above the state average), driven by work on foundational reading skills. Math remains a challenge: staff described a K–2 instructional change that added 10 minutes of daily math time to emphasize number sense and fluency.

Family and community engagement: presenters described outreach through the district—s "Nuestro Futuro" program, a family engagement specialist (Maria Duran) who conducts weekly outreach to families speaking Mayan dialects, and summer programs intended to create language‑rich experiences. The presenters said community partnerships and clubs and extracurriculars provide lower‑risk settings for language practice.

Board members asked for additional data on outcomes for students who leave EL services and for further details on outreach; staff said some of those figures could be generated and that monitor lists and intervention plans are used when former ELs show red flags during four years of monitoring.

No votes or policy adoptions related to EL programs were taken at the meeting; the presentation was informational and staff signaled follow‑up reporting to committees and future board agendas.