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ELL Identification and Assessment

Identification and Intake Assessment

As part of the District’s enrollment process, all parents are asked to fill out a Home Language Survey. If the Home Language Survey indicates that a language other than English is spoken in the home, an English language proficiency assessment (Woodcock-Muñoz Language Survey), will be conducted within two weeks of the student’s arrival. Students who score less than 4 on the “broad” (overall measure of English language proficiency) portion of the Woodcock-Muñoz Language Survey are eligible for English language development instruction as part of the ELL program.


Annual Language Proficiency Assessment

All students who are eligible are for instructional services from the English Language Learner program will be assessed each spring using the state’s English Language Proficiency Assessment “ELPA.” This includes students who are currently receiving instructional services and those who qualify for services but have declined. This assessment is computerized and measures the four areas of English language proficiency: comprehension, speaking, reading, and writing. As students progress through the program, parents will receive annual results from this assessment.


ELL Program Parent Notification

Parents are notified in writing when their child first qualifies for ELL services and each year that they continue in the program. Parents will also be notified when their child is “reclassified” and no longer needs ELL program instruction. These letters are currently available in Spanish, Korean, and English. The ELL Program Coordinator is bilingual in Spanish and is available to answer any questions pertaining to the ELL Program or other program services. We also provide interpreters in other languages as needed. For further information contact Abby Lane, ELL Program Coordinator or Debi Starr, ELL Program Assistant, (541) 687-3145


ELL Measurable Goals

The Eugene 4J School District has adopted the Oregon Department of Education’s “Annual Measurement Achievement Objectives” (AMAOs) to measure English language proficiency growth and academic achievement in academic content. These goals are as follows:

  • At least 50% of LEP (Limited English Proficient) students have moved to a higher English language proficiency level.
  • At least 14% of the district’s English Language Learners have reached English proficiency by the end of the school year.
  • At least 22% of the district’s students enrolled in an ELL program for 5 or more years have reached English proficiency by the end of the school year.
  • Did the district meet the 60% target for “Adequate Yearly Progress” (AYP) for ELLs in Math and Language Arts on required state assessments?
  • Eugene School District AMAO Results – January 2011
  • 51.40% of our LEP (Limited English Proficient) students have moved to a higher proficiency level.
  • 19.20% of the district’s English language Learners have reached English proficiency by the end of the school year.
  • 30.00% of the district’s students enrolled in the ELL program for 5 or more years reached English language proficiency by the end of the school year.
  • “Adequate Yearly Progress” (AYP) results in Language Arts and Math:

Oregon assessment in English Language Arts

Participation– “Met” at all levels

Academic Status –“Met” at elementary, “Did Not Meet” in middle or high school

Oregon Assessment in Math

Participation-“met” at all levels   Academic Status– “met” at all levels