Get AI Briefings, Transcripts & Alerts on Local & National Government Meetings — Forever.
District presenters cite gains for English learners, outline bilingual expansion
Loading...
Summary
Presenters Carrie Berry and Rob Langstrode Leininger told the Evergreen Park ESD 124 board that former English learners are showing measurable achievement gains and described plans to expand bilingual staffing, tiered interventions, newcomer onboarding and coordination with the high school.
Carrie Berry and Rob Langstrode Leininger, presenters for the district’s multilingual program, told the Evergreen Park Elementary School District 124 board that students who have exited English‑learner services are outperforming peers on district assessments and that instructional changes will expand supports for current multilingual learners. "Our former ELs are outperforming just about everybody else on IR," one presenter said, citing improved exit‑rate numbers the team described as evidence of program effectiveness.
The presenters said the district will continue targeted language supports and align instruction around both content and language objectives. They reported an increase in students exiting language programs — from nine exits in 2022–23 to 17 in 2024–25 — and said that improvement reflects classroom work and new tier 2 and tier 3 interventions for TBE (transitional bilingual education) students.
District staff described classroom learning walks and real‑time teacher feedback as part of accountability for instructional practice, and said TBE teachers are now included in grade‑level planning so language supports are embedded across subjects. The presenters also noted newcomer onboarding protocols and a growing resource bank of lessons, and said Evergreen Park High School now offers a newcomer course developed from district collaboration to help students transition into high school.
Board members and coaches described professional development efforts, including a ‘grow your own’ initiative where staff are pursuing ESL endorsements and instructional coaches provide job‑embedded feedback. The presenters said the district plans to expand the bilingual teacher roster and the program’s grade‑level courses next year to deepen supports. "We're going to continue to build those toolboxes for our instructional coaches and teacher capacity to implement these ESL methods and strategies," one presenter said.
The presentation put improved achievement data and staffing increases at the center of the district’s plan to accelerate multilingual student growth. The board did not take a vote on new policy during this presentation; staff signaled they expect to report additional data next year after the planned expansions are implemented.
