Resources

Breaking barriers success story - Forest Grove

September 21, 2009

Forest Grove : Many approaches

Teaching the three R’s becomes more of a challenge when almost one-fourth of your students speak limited English. That’s the case in Forest Grove, where about 1,200 students are considered English Language Learners (ELL).

At the elementary level, the percentage of limited English speakers is even greater – about 40 percent.

While that presents obvious challenges, the district sees many benefits as well. 

“We recognize a tremendous resource in our Hispanic children,” said School Board Chairman Mike Steele, “and an opportunity for other students to grow in cross-cultural understanding.”

About 10 percent of district enrollment was Hispanic in 1990 – today it’s almost 30 percent. At Cornelius and Echo Shaw elementaries, over 55 percent are Hispanic. The language issue has been a hurdle but not a barrier, as both earned “exceptional” ratings on this year’s state report cards.

A key in helping all students achieve has been to teach academic basics in their native language. Elementary students are assigned to reading blocks based on their skill level. Blocks are offered in English and Spanish. For the Spanish speakers, once they’ve mastered basic reading in Spanish, they transition to English.

Elementary teachers have been trained in GLAD (Guided Language Acquisition Design), a teaching model that uses visuals to teach English skills.

The district was the first in Oregon to adopt the program, and four teachers have become certified trainers. About 75 percent of the district’s K-4 teachers are now trained in GLAD.

Forest Grove was also one of the first in Oregon to offer a dual language immersion program where students are taught in both English and Spanish. The program is offered at three elementary schools; enrollment is almost evenly divided between Spanish- and English-speaking students. A fourth school will be added next fall. The goal is for ELL students to become bilingual when they reach high school – a requirement of the Certificate of Initial Mastery (CIM).

A migrant grant funds an after-school math program at two schools to help migrant students meet state benchmarks. “It’s exciting that all the children who started the program stayed with it, even though they have to stay an hour after school,” says Betty Flick, assistant director of student services.

Communication is an essential part of the program. School news-letters and other parent materials 
are printed in English and Spanish. Translators are provided at public meetings.

The district also makes a concerted effort to hire bilingual staff. About 15 percent of all teachers are bilingual. Finding bilingual principals was a priority when filling two elementary positions this spring.

Other ways Forest Grove is closing the achievement gap: 

• The superintendent, high school principal and staff meet with Hispanic parents to explore how they can better serve Hispanic students.
• An alternative program called CREATE targets Hispanic students who dropped out – or are on the verge of dropping out.
• The district hired a school community liaison to call and visit 
  the homes of at-risk Hispanic students.
• An evening program, in concert with Portland Community College, helps dropouts get the credits they need to return to regular classrooms.
• A committee of teachers, administrators and parents meets monthly to evaluate programs for Hispanic students.
• A summer school program for migrant K-8 students focuses on literacy skills.
• The district participates in the Pathways program at Portland State University, which allows bilingual instructional assistants to work as teachers while earning their teaching credentials.