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Central SD 13J reports double-digit gains in students "on track" for English proficiency at elementary level
Summary
District emergent bilingual director Holly Monroy told the school board that elementary schools posted substantial three-year increases on Oregons English language proficiency trajectory measure; district and secondary gains were smaller and districtwide on-track rate remains below state average.
Holly Monroy, Central SD 13J—s emergent bilingual program director, told the school board that the percentage of students the district considers "on track to English language proficiency" rose across multiple elementary schools over a three-year period.
Monroy said Ash Creek Elementary grew from 49.3% in 2021'122 to 66.7% in 2023'324 and Independence Elementary rose from 33.8% to 62.8% across the same period. Monmouth Elementary reached 78.3% after some fluctuations, she said. At the secondary level, Monroy told the board Talmadge showed steady but smaller growth (20.2% to 24.8%) and the high school remained lower, with 16.3% on track in the most recent cycle.
The districtwide on-track percentage increased from 31.6% in 2021'122 to 44.9% in 2023'324, Monroy said, while the statewide figure cited in the presentation was 45.5% for 2023'324. "We're really hoping that this year ... we surpass that," Monroy said, noting the district was finishing the ELPA summative assessment window.
Monroy described the measure as a trajectory calculation tied to each student—s initial domain score: "...we're looking at how they are making growth by domain based on their initial domain score and what would be an appropriate amount of growth," she said. The presentation and supporting slides include links to the Oregon Department of Education (ODE) validation guide and data sources for the on-track calculation.
Monroy and board members discussed factors the district credits for growth: two-way immersion where offered, professional development for teachers, focused English language development (ELD) units, adoption and implementation of a new reading curriculum and targeted interventions. On secondary testing accommodations, Monroy said the district offered separate speaking-domain testing settings at Talmadge and the high school this year after students reported discomfort speaking in a group testing environment.
Board members asked about cohort versus grade-level reporting and about differences between elementary and secondary results. Monroy said the on-track measure includes students who meet the ODE inclusion criteria (students identified as emergent bilingual for at least 1.5 years) and the figures shown are the set of students who qualified under that validation packet and had comparable scores across years.
Monroy noted that students with interrupted formal education and students with disabilities have extended trajectories in the validation model. "Those are what the SWD and the ... SIFE stand for," she said, referring to students with disabilities (SWD) and students with interrupted formal education (SIFE). Monroy also highlighted the district's high participation rate in ELPA summative and the new alternate ELPA for qualifying students.
Board members praised the elementary results and asked for updated secondary data after the current assessment cycle closes. Monroy said she expected to return with June results and reiterated that the district will continue professional development and targeted supports for secondary teachers and students.
The board did not take formal action on the ELPA report; the presentation served as an informational update and discussion.
