The district will annually evaluate the program goals at the district level and at the individual school level.  Schools will align their ELD programming goals to district ELD programming goals and priorities. We will use three meetings to analyze our results and make adjustments to our programming:

1. The annual Data Retreat in May in which we will view ACCESS Scores and other school level data to see how Multilingual Learners are progressing in their academic and English language growth using the Mid-Atlantic Equity Consortium ML Reflection Tool;
2. The School Success Plan monitoring and reflection process that is conducted by building principals, school leadership teams and the Assistant Superintendent at the end of each academic year (typically in June) in preparation for the development of the following school year’s success plans;
3. The Lau Plan Advisory Committee which meets semi-annually in January and June to conduct program evaluation via the monitoring of district-level ELD programming goals and outcomes.  The Department of Language Development will prepare a report based on the Advisory Committee’s end of school-year analysis. The report will be available to PPS staff and the Portland community via our Community Newsletter and district web page in preparation for the following school year. 

In addition to these formal annual data reviews, the Department of Language Development will meet regularly throughout the year with ESOL teams and administrators at individual schools to monitor the effectiveness of the English Language Development program and make necessary/timely adjustments and revisions.

The goals and measures of the district’s ELD program are to support English language development while ensuring academic achievement in grade-level and content standards.  These goals and measures will be aligned to district-wide priorities and will include:

1. Achieve the state average in MLs meeting their annual scale score growth targets on ACCESS based on MDOE guidance which is the equivalent of a 1.0 composite score growth over five years to reach proficiency;
2. 10% or more of MLs meeting English Proficiency (as defined by MDOE) each year;
3. Achieve PPS District representation for MLs (currently 23%) in Chapter 104 identification through upper elementary and middle school and in the enrollment of ELs in honors/AP courses by the 2026-27 School Year.
4. Reduce the achievement gap by 5% for exited-MLs compared to non-MLs/English-only as measured by NWEA MAP scores from 2021-22 to 2026-27.
5. Reduce the number by 5% of MLs with chronic absence and/or disciplinary referrals from 2021-22 to 2026-27;
6. School-specific measures for Multilingual Learners embedded in School Success Plans (i.e., growth in one specific language domain on ACCESS).

We will compare the progress of MLs, former-MLs, non-MLs/English-only in the current school year to the results over several years in order to analyze and ultimately adjust our ELD programming.  As a part of the analysis of results, we will highlight successes and identify areas for improvement, leading to planning and modifications to school level and district level ELD programming. To that end, we will consider other useful measures such as:

• Meeting goals on Individual Language Plans
• PreK Enrollment Rates
• Graduation Rates
• Course/Class Grades
• Percentage of Seal of Biliteracy Recipients
• Retention Rates
• Suspension Rates
• Referral to Special Ed
• Referral to RTI/MTSS
• An annual decrease in the percentage of Long-Term English Learners (defined as receiving EL services for 6 or more years without reaching proficiency) from current levels in 2021-22 
• Increase in the number of students receiving SLIFE services who successfully transition and access IELD instruction during the school year.