By statistics alone, Gervais High School should have one of the highest dropout rates in Oregon. Yet the school where 78 percent of students receive free/reduced lunches, 44 percent are English Language Learners, and nearly 30 percent move each year posts a dropout rate of 3.6 percent compared to the state average of 4.4 percent. This year, only two out of 303 students have dropped out of school and both are enrolled in a GED program.

Much of the credit goes to the Sheltered English Language Learners’ Program. “We make all students feel welcome,” says Sylvia Garcia, ELL mentor and teacher.

When a student registers for school, a New Student Welcome Committee learns what language is spoken at home, previous school experience, and determines English proficiency for accurate placement. Students with no English skills join “newcomer” and “transition” rooms where they learn basic language and school procedures.

“Some students come knowing multiple languages, but speak no English, and have had little school experience,” Garcia says. “We also look at their backgrounds: is their family supportive of school or is there work pressure?” If the student is living in poverty, Garcia determines whether it is situational or generational. “We need to first understand all of their needs.”

The program emphasizes English proficiency in reading, writing and speaking, then mainstreaming students into other classes. Freshmen and sophomores can take all core curriculum within the sheltered program, attending mainstream classes for electives. Juniors are limited to three sheltered core classes, and seniors are fully mainstreamed.

Mainstreamed students are closely monitored for academic success, attendance, and behavior by Garcia and other ELL staff. Teachers cannot fail an ELL student without first notifying ELL staff and working with the student to improve academic performance Before- and after-school Title I programs and summer school also help.

Success extends beyond the class-room. Before the sheltered program, Hispanic students didn’t participate in activities. Encouraged by staff, they now participate in student government, activities and athletics.

ELL staff also help students stay on track for graduation, write scholarship recommendations and tell students they can succeed. This involves “stepping out of the classroom” to understand cultures and build relationships with families.