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Oakland reports ACCESS for ELLs results: 30 students tested, 53% improved from last year
Summary
The district reported ACCESS for ELLs 2.0 results for 2024-25: 30 multilingual learners were tested and 53% increased their score year-over-year; the report credits phonics instruction (UFLI) and use of informational texts for improvements in early grades and middle school reading.
Oakland Public Schools' Aug. 19 packet includes an ACCESS for ELLs summary for the 2024-25 school year showing assessment results, instructional strategies and intervention plans for multilingual learners.
The ACCESS for ELLs 2.0 summary reports 30 students tested and indicates 53% of those students increased their scores compared with the prior year. The packet highlights areas of improvement: listening proficiency showed significant gains in grades 5 and 8; K-2 comprehension and reading proficiency improved, which the report attributes in part to phonics instruction using the UFLI program. Middle-school reading gains were credited to increased use of informational texts in class.
The packet also outlines ELL intervention strategies the district plans to use: data-driven instruction informed by NJSLA and LinkIt! assessments, small reading and writing groups, collaboration among multilingual-learner teachers and reading specialists, and authentic classroom assessments emphasizing "writing about reading." The summary notes that data for cohorts with fewer than 10 students are suppressed to protect student privacy.
Why it matters: ACCESS results signal how the district's instruction and interventions are affecting multilingual learners; improvement in small cohorts can inform curricular decisions and grant funding priorities.
Next steps: the report appears for the board's informational review; instructional leaders may use these findings to refine ELL supports and to allocate federal/state program funds listed elsewhere in the packet.
