The English Learner Outcomes Program, established in 2015 through the
House Bill 3499, addresses disparities experienced by Multilingual and English learners in the K-12 education system.
One of the provisions of the Bill is to create an online resource bank for sharing national, state, and local best and promising practices to advance equitable educational approaches and subsequent outcomes for English Learners (ELs). The Multilingual/English Learner Resource Bank (ML/EL Resource Bank), created in fulfillment of this requirement, is a comprehensive, curated online repository in the form of research-practice briefs, which include information from research and practice articles, guides, reports, analysis, action research, and implementation resources about English Learner programs and services.
The completed briefs to date address five main topics:
- Assessment
- Culturally responsive and culturally sustaining pedagogy and practices
- Engagement with families and community
- Social-emotional well-being and mental health literacy
- Supportive learning environment
Future developments will address other topics, including the following:
- Program design and program models
- Instruction and instructional materials
- Academic excellence
- Exemplary leadership
- Financing ML/EL programs and activities
Assessment
Identification/Classification/Reclassification Placement Policies
Description
Overview:
Placement policies, encompassing identification, classification (p.10), and reclassification (p.10), arefoundational as they enable educators, school staff, and school leaders to accurately identify ways fortailored interventions and support mechanisms aimed at facilitating language acquisition and academicachievement, as stated in Title III.
Subject: EducationLevel: Lower Primary, Upper Primary, Middle School, High SchoolMaterial Type: Teaching/Learning StrategyAuthor: ELOP Language: English
Formative Assessment
Overview:
The essential purpose of formative assessment as a practice is to move students’learning forward while their learning is still in the process of developing.Subject: Education
Level: Lower Primary, Upper Primary, Middle School, High School
Material Type: Teaching/Learning Strategy
Author: ELOP
Summative Assessment
Overview:
Summative assessment encompasses the evaluation of students' comprehension, skills, and overallacademic performance at the conclusion of a specific learning period.Subject: Education
Level: Lower Primary, Upper Primary, Middle School, High School
Material Type: Teaching/Learning Strategy
Author: ELOP
Interim Assessment
Overview:
The Oregon Department of Education defines interim assessments as important evaluation methodsadministered throughout the academic year that provide educators and school leaders opportunities togauge student progress in smaller and more manageable units of content.Subject: Education Level: Lower Primary, Upper Primary, Middle School, High School Material Type: Teaching/Learning Strategy Author: ELOP
Culturally Responsive and Culturally Sustaining Pedagogy and Practices
Culturally Responsive Teaching
Overview:
Different studies show that culturally responsive teaching promotes an inclusive pedagogy that empowers all students, including current and former English language learners (ELs) at intellectual, social, and emotional levels, while at the same time, it broadens educators’ knowledge and pedagogy around equity perspectives.Subject: Education
Level: Lower Primary, Upper Primary, Middle School, High School
Material Type: Teaching/Learning Strategy
Author: ELOP
Culturally Responsive School Leadership
Overview:
Culturally responsive school leadership focuses on how school leaders and all educators can effectively serve students who have been historically marginalized in school and society.Subject: Education
Level: Lower Primary, Upper Primary, Middle School, High School
Material Type: Teaching/Learning Strategy
Author: ELOP
Engagement with Families and Community
Family and Community Engagement: Family Efficacy and Family Support
Overview:
In this brief, we discuss the significance of family efficacy and family support, describe the importance of this topic, and present models, frameworks, and strategies that have proven to be effective for educators as well as school staff and administrators.Subject: Education
Level: Lower Primary, Upper Primary, Middle School, High School
Material Type: Teaching/Learning Strategy
Author: ELOP
Social-Emotional Well-Being and Mental Health Literacy
Integrated Systems of Support
Overview:
Socio-emotional well-being in education refers to the holistic development of students' social and emotional skills within the school environment.Subject: Education
Level: Lower Primary, Upper Primary, Middle School, High School
Material Type: Teaching/Learning Strategy
Author: ELOP
Support for School Counselors Specific to EL Student Needs
Overview:
Research consistently supports the impact of well-designed, data-driven counseling programs, showing they can close achievement gaps, reduce absenteeism, and improve graduation ratesSubject: Education
Level: Lower Primary, Upper Primary, Middle School, High School
Material Type: Teaching/Learning Strategy
Author: ELOP
Supporting Academic and Non-Academic Needs
Overview:
By addressing both academic and non-academic needs and fostering a strong sense of belonging and support in the classroom, educators, school counselors and leaders can enhance the overall educational experience and outcomes for English Learners.Subject: Education
Level: Lower Primary, Upper Primary, Middle School, High School
Material Type: Teaching/Learning Strategy
Author: ELOP
Supportive Learning Environment
School Climate and Positive Developmental Relationships
Overview:
The National School Climate Center defines school climate as the overall quality of the school environment, including how students, staff, and families interact, as well as the levels of safety, support, and general atmosphere within the school.Subject: Education
Level: Lower Primary, Upper Primary, Middle School, High School
Material Type: Teaching/Learning Strategy
Author: ELOP
Self-Efficacy, Habits and Mindset Development
Overview:
The Oregon Department of Education defines self-efficacy as a student's self-appraisal of their ability to perform tasks related to specific content areas.Subject: Education
Level: Lower Primary, Upper Primary, Middle School, High School
Material Type: Teaching/Learning Strategy
Author: ELOP
Supplemental Programs
Overview:
Supplemental programs (sometimes known as supplemental learning/instruction) refer to additional instructional and support services provided to students beyond the standard curriculum. These programs are designed to address various educational needs, enhance academic performance, and support the holistic development of students.
Subject: Education
Level: Preschool, Lower Primary, Upper Primary, Middle School, High School
Material Type: Teaching/Learning Strategy
Author: ELOP