EL coordinator reports 1,338 identified English learners, outlines data-driven interventions

Kelly Perrin, English language services coordinator, presented the district’s current English-learner (EL) enrollment and assessment data and outlined action steps to support language development.

Perrin said the district’s current identified EL enrollment was 1,338 students as of the prior week, with additional students in monitored or fully exited categories that raise the larger number of students touched by EL services. She reported that some elementary schools have EL concentrations of roughly 30% or higher and that every district building now has identified EL students. Perrin noted the district is in the middle of its OELPA assessment window (February 2–March 27) and that last year’s OELPA results are used to set growth targets; district-wide growth on the EL progress measure did not meet the state’s target last year (Perrin cited the district at about 49.6% versus a higher target) and leaders are pursuing targeted interventions.

Planned actions include targeted professional development, data dives at building and grade levels, Orton-Gillingham training for staff, intervention materials aligned to core content, tiered service delivery (push-in and tiered supports), and summer school focused on incoming grades 1–5 with lower language proficiency. Perrin said the district saw exits from EL status last year (she cited substantial exit counts and a building that had a large share of exits) and described the district’s efforts to identify students close to the exit threshold and target supports to move them forward.

Perrin’s presentation emphasized data-driven adjustments to service delivery and training for staff to build capacity across classrooms that serve EL students.