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Newberg SD 29J reports steady gains for multilingual learners but flags areas for improvement
Summary
The district presented the ODE-required annual English learner report, noting 343 EL students (≈8.5% of enrollment), strong elementary proficiency relative to state averages, rising secondary newcomer counts, and opportunities to improve identification and secondary supports.
Jillian, the district’s EL presenter, told the board the Oregon Department of Education’s 2023–24 report shows Newberg SD 29J served 343 English learners, about 8.5 percent of the district’s student population, compared with 11.5 percent statewide. The district report and supplemental packet were posted on the district website, she said.
Jillian highlighted that Newberg enrolls students who speak 43 languages and that newcomer counts have grown substantially at the secondary level (high school EL enrollment rose from 17 to about 71 since the 23–24 report). She said district ELs outperform state averages on some OSAS measures at the elementary level (third–fifth grade proficiency 22.9% for ELs) but that proficiency remains low overall.
The presentation described instructional models the district uses: two‑way dual‑language classrooms (50% native Spanish, 50% native English) and a mix of co‑teaching, integrated ELD and self‑contained ELD depending on building size. Jillian said national research (Thomas & Collier) supports dual‑language models and that Newberg’s dual‑language students have tended to outperform state averages in several measures, though she cautioned national graphs are not the district’s primary data source.
Board members pressed for clarity on measures and timing; Jillian noted the ODE report uses 2023–24 data (a two‑year lag) and that district 24–25 assessment results will appear in later reports. On exit rates, she reported an ELPA exit rate of about 32% per year and said the district still has many long‑term English learners (more than five years in ELD services), a particular challenge at the middle grade level.
The presentation closed with programming details and next steps the district plans to examine, including how to identify and support long‑term ELs and how to scale successful dual‑language and co‑teaching practices as enrollment changes. The board did not take formal action on the presentation itself; members requested follow‑up data and reconciling the national research graphs with local OSAS outcomes.
