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Central SD 13J eyes 6‑point annual ELPA growth target; district reports gains across schools
Summary
District staff propose a districtwide English-language proficiency growth metric of 6 percentage points annually and presented 2023–24 ELPA results showing districtwide growth, high participation in an accelerated testing window, and strong school-level domain gains.
District staff presented a proposal to shift how the district tracks English‑language acquisition growth and shared results from the 2023–24 administration of the Oregon English Language Proficiency assessment (ELPA).
Superintendent Kubista said the district is adjusting some grade‑level achievement metrics and will set a separate annual ELPA growth goal informed by three‑year trends. Director Monroy said staff propose a 6 percentage‑point annual growth target for ELPA proficiency and domain scores, citing three years of trending data as a rationale: "We've set a goal that, annually, we will see 6 percentage point growth or more in our English language proficiency assessment for our emergent bilinguals as assessed on the annual Oregon State English language proficiency test."
Monroy described an accelerated testing window this spring—conducted in eight days—during which participation reached about 95–96 percent. She presented school‑level results showing most schools made growth; specific highlights Monroy cited included an increase in students reaching proficiency at one school (from 45 to 63) and notable domain gains at Ash Creek and at schools abbreviated in the presentation as MES and CHS (Central High School). Monroy said domain‑level gains were seen in reading, writing, listening and speaking, and that the district uses multiple measures when evaluating student progress.
Board members questioned whether a uniform 6‑point target should vary by domain (writing and speaking are often harder to move than reading/listening) and whether growth calculations account for student mobility or length of time enrolled. Staff said growth measures compare a student’s score to their prior‑year score and that students without two scores are excluded from growth calculations; staff also said the district is discussing cohort approaches to refine the analysis.
Monroy described curriculum and implementation support, including standalone ELD classes and materials from National Geographic Cengage, and noted that some students exit EL services after meeting proficiency thresholds.
Next steps: staff indicated the metric proposal and supporting data will continue to be refined and presented to the board; no formal vote on changing metrics was taken at this meeting.
