PORTLAND, Ore. -- With the start of a new school year, there's renewed interest in a bill passed unanimously by the Oregon Legislature in 2015, aimed at improving programs for Oregon's 57,000 students learning English.
Many school districts have struggled to provide proper instruction for English-language learners, leading Oregonians to question how House Bill 3499 has addressed those students’ needs. For now, the state has set up an advisory board to watch where funding for E.L.L programs is going.
Wei-Wei Lou, a former E.L.L. program director in Beaverton, said transparency is an important component of the bill.
"This bill tries to create a clear guideline for school districts to realize what is appropriate funding for English-language learners, and what is not,” Lou said.
Before the bill was passed, the state had no uniform budget reporting for these programs, making it hard to determining where E.L.L. program money was going. The bill allocated more than $12 million every two years to districts’ E.L.L. programs.
Advocates said they are waiting for the Oregon Department of Education to produce a plan of action for intervention in low-performing school districts.
But some parents feel the legislation is too little, too late. Maria Delgado, Latino parent organizer for Unite Oregon, said she took her son and daughter out of their Portland high school because of the school's E.L.L. program.
"I noticed that she didn't need to be in the program because she was already bilingual, and she was basically wasting her education time,” Delgado said through a translator. "She wasn't finishing her requirements for graduation by being in this program."
Only half of Oregon students in English-learning programs currently graduate from high school. The state Department of Education has targeted 40 school districts for E.L.L. improvement.
Even with closer monitoring of the programs, another issue still remains. Lou said the next step is to provide a way to engage parents of E.L.L. students who may not understand English themselves.
"This parent is totally isolated from the school activities and any support that the school is trying to provide, or any support that the parent might need to help the child - the English-language learner in this case - to make progress,” Lou observed
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The Amesbury School Committee will hear from educators and parents tonight as they rally to prevent more than $2 million in proposed cuts to their schools.
They are asking Kassandra Gove, the mayor and school committee chair, to use any funds at the city's disposal to ensure schools can at least maintain their current level of services.
Cynthia Yetman, president of the American Federation of Teachers Amesbury Local 1033, said schools have worked to support students' mental health but pandemic-related funds have dried up.
"Those types of needs are still there in our district," Yetman pointed out. "We still want to be able to offer those kinds of support."
Yetman noted school operation costs are up and educators, especially paraprofessionals, deserve a living wage. She stressed the town has enough money in reserves to ensure students have what they need. But Gove countered every city department is facing financial hardship.
Gove has proposed a 3% increase in spending, but Elizabeth McAndrews, superintendent of the school district, said it will take at least 8% to continue busing services, ensure ample technology and keep needed support staff.
Kevin Tierney, a teachers' union negotiator and parent of two young boys in the district, worries cuts to music and the arts, library services and after-school programs could cause some families to move elsewhere.
"I firmly believe that how go the schools so goes the town," Tierney contended. "We have to make the investments now, because the price we'll pay later down the road will be so much greater."
Tierney observed the proposed cuts are all parents are talking about at sporting events, birthday parties and day care. The majority, he added, believe the city should increase taxes to ensure students have what they need. Many parents plan to attend tonight's committee meeting to support their students and teachers.
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Immigration is a hot-button issue these days, but people studying to become bilingual teachers at one California university are making an effort to lower the temperature.
San Diego State University's bilingual credential program sends prospective teachers on a four-day trip to impoverished schools in Tijuana, to help them understand the conditions many of their future students experience.
Erika Sandoval from Santa Clarita is a teacher-in-training in her first year of the program. She migrated to the U.S. herself from Mexico at age nine.
"Going back and hearing their stories," said Sandoval, "some of them having families in the United States, some of them attempting to cross the border - took me back to when my parents had made the decision to come to this country as well. It was very emotional, to be honest."
The teachers visit a school in a migrant shelter, one that has a program for students who are blind, and a third that is in one of the city's lowest-income neighborhoods.
Sandoval said kids may be at school in Tijuana one week, and in California the next. So, the empathy gained from a cross-border trip can improve teacher effectiveness going forward.
"When you're able to connect with them and build that trust with them," said Sandoval, "there's community with you, and they're able to engage them in what you're teaching them."
Sarah Maharonnaghsh is a lecturer in the Dual Language and English Learner Education Department at San Diego State University, who helps organize the trips.
She said the teachers in training are often impressed with the Tijuana kids' behavior - even though they lack adults taking on yard duties, and school supplies are scarce.
"There's nobody supervising them on the playground, and they all seem to self-regulate," said Maharonnaghsh. "Or if there's a box of crayons, the kids are sharing with each other. So, they just see that that collectivist component of Mexican culture."
She said the program emphasizes respect for the students' culture, and helps teachers focus on kids' assets rather than their deficits.
Support for this reporting was provided by Lumina Foundation.
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Teachers spend hours with students every day and can have the greatest impact on their decision-making and life choices. A program in one Indiana school district is working to help educators develop leadership skills inspiring students to reach their fullest potential.
The strategy of the nonprofit Teach Indy is to create a diverse, teacher-centered community focusing on teachers as problem-solvers and elevates each instructor's expertise.
Sarah Marshall, executive director of Teach Indy, said the organization now operates in the Lawrence Township School District in Marion County and there are plans for expansion.
"We are reimagining the teacher cohort as a one-year kind of cohort experience for teacher teams," Marshall explained. "The vision is that this will be at least a five-year program and will grow each year."
Marshall's vision is to potentially incorporate an Indianapolis public or charter school in order to engage teachers in a single teacher cohort. The Indiana Department of Education said there are almost 62,000 licensed teachers in the state.
Marshall pointed out Teach Indy wants to empower teachers to be at the center of innovations in education. Another critical goal is to help reduce teacher shortages in the state. She emphasized the group also believes improving teachers' overall job satisfaction will lead to better retention, in an era of burnout when many educators said they have considered leaving the profession.
"We are working to build a virtual platform that is going to connect teachers across Marion County along opportunities for engagement, networking, resource sharing, affinity spaces, etc.," Marshall outlined. "So that we can increase connection and satisfaction."
Marshall added it is important to offer what she calls an "intentional equity shift," supporting teachers of color because of the role they play in supporting students of color. One study by the Brookings Institution found for Black students, having at least one same-race teacher boosts test scores, attendance and graduation rates.
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