English Learners (EL/ML)

ELD instruction is provided within the student’s mainstream or content-area classroom

ELs/MLs spend a part of the day in a mainstream classroom, and are “pulled out” for a portion of the day to receive ELD instruction. This approach is more common in elementary school settings.

ELs/MLs receive their ELD instruction during a regular class period and also receive elective course credit for the class. This approach is more common in middle schools and high schools.

Teachers are trained to use instructional strategies to deliver grade level subject matter, such as Mathematics, English Language Arts, Science & Social Studies, in order to make content accessible. 

Instruction is provided in both English and Spanish for a designated percentage of the day. The percentages and content areas vary by grade. 

The ELPA21 assessment system measures a student’s proficiency in reading, writing, speaking, listening to, and understanding English. It comprises two assessments: the screener assessment and the summative assessment.

ELPA21’s screener assessment is used to identify students who may qualify as English language learners (ELLs). It is given either at the beginning of the school year or at the time a student arrives at a new school system. Students who qualify as ELLs as a result of the ELPA21 screener assessment are placed into their school’s ELL program and receive supplemental English learning support throughout the school year.

At the end of each school year, all designated ELLs are required to take the ELPA21 summative assessment. Results from that assessment are used to determine whether a student still qualifies as an English language learner or whether a student has achieved a sufficient level of proficiency in English so that he or she no longer needs support and can exit the school’s ELL program.

The ELPA21 assessment is different from standard classroom tests. Instead of measuring a student’s knowledge of academic content, ELPA21 measures a student’s ability to understand and communicate in English. Performance on the ELPA21 screener and summative assessments will not affect your student’s grades, your student’s subject-based test scores, or your school’s overall state performance rating. Results from the ELPA21 assessment are used to determine whether a student qualifies for English support services and what types of services might be needed.

Your student’s school adopted new ELP Standards that emphasize the important connection between learning English and understanding classroom content. The ELPA21 assessments are aligned with these high-quality standards and are designed to be more engaging and interactive for students. The tests are computer-based and include questions and prompts that mimic classroom interactions that students are familiar with, such as student presentations, hallway conversations, and debates.

How can I help my student get ready?

You are an important partner in your student’s education. Here are some things you can do to help prepare him or her for ELPA21:

• Speak to your student’s teacher about which areas of English your student needs to focus on improving.
• Set aside time every day to have your student read his or her favorite books to you.

ELPA21 Official: Students are Emerging when they have not yet attained a level of English language skill necessary to produce, interpret, and collaborate on grade-level content‐related academic tasks in English. This is indicated on ELPA21 by attaining a profile of Levels 1 and 2 in all four domains. Students scoring Emerging on ELPA21 are eligible for ongoing program support. 

Oregon “family friendly” version: Emerging – A student at the Emerging level does not yet have the ability produce grade-level academic content in the English language. For the ELPA21 annual assessment, this means the student scores either Level 1 or Level 2 in each of the four domains of reading, writing, listening, and speaking.

ELPA21 Official: Students are Progressing when, with support, they approach a level of English language skill necessary to produce, interpret, and collaborate, on grade-level content‐related academic tasks in English. This is indicated on ELPA21 by attaining a profile with one or more domain scores above Level 2 that does not meet the requirements to be Proficient. Students scoring Progressing on ELPA21 are eligible for ongoing program support.

Oregon “family friendly” version: Progressing – A student at the Progressing level is approaching the ability produce grade-level academic content in the English language with support. For the ELPA21 annual assessment, this means the student scores above a Level 2 on one or more domains, but does not yet meet the requirements to be at the Proficient level on the four domains of reading, writing, listening, and speaking.

ELPA21 Official: Students are Proficient when they attain a level of English language skill necessary to independently produce, interpret, collaborate on, and succeed in grade-level content‐related academic tasks in English. This is indicated on ELPA21 by attaining a profile of Level 4 or higher in all domains. Once Proficient on ELPA21, students can be considered for reclassification.

Oregon “family friendly” version: Proficient – A student at the Proficient level can produce grade-level academic content in the English language. For the ELPA21 annual assessment, this means the student scores either Level 4 or Level 5 on each of the four domains of reading, writing, listening, and speaking.