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Updates from the Oregon Department of Education
1.Keynote Address: Oregon Policies and Practices for English Learners with Quality and Equity
2.Join ODE: Immigrant and Refugee Student Success Plan Coordinator (Underfill Opportunity) 2024-2028 Student Success Requests for Applications
3.Recruiting Now: Apply to Join the Assessment Advisory Committee
Upcoming Events, Training & Conference Opportunities
1. Join the Book Study on Family Engagement with Dr. Prather-Smith
2.Virtual Conference: 2024 Immigrant Student Success, Strategies and Tools for PreK-12 and Adult Educators, July 16, 2024 (Repost)
3.Call for Proposals: 17th Annual Northwest Teaching for Social Justice Conference
1.Keynote Address: Oregon Policies and Practices for English Learners with Quality and Equity
Your Multilingual and Migrant Education (MME) team participated the National Research & Development Center to Improve Education for Secondary English Learners on June 17-18, 2024. Mary Martinez-Wenzl, Director of the Oregon Department of Education (ODE) MME team, delivered a keynote address titled “Oregon Policies and Practices to Support Englisher Learners with Quality and Equity”, highlighting initiatives and our efforts towards a multilingual and intercultural future. For key highlights, please refer to the accompanying keynote slide deck Oregon Policies and Practices to Support Englisher Learners with Quality and Equity.
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 ODE Multilingual and Migrant Education Team conference participants, from left to right: Yuliana Kenfield, Jennifer Patterson, Mary Martinez-Wenzl and Jennifer Fontana.
 Keynote attendees, from left to right: Guadalupe Valdés, Mary Martinez-Wenzl, Aída Walqui, Montserrat Garibay.
2. Join ODE: Immigrant and Refugee Student Success Plan Coordinator (Underfill Opportunity)
The Oregon Department of Education is pleased to share the opportunity for the Immigrant/Refugee Student Success Plan Coordinator (Underfill Opportunity)within the Office of Equity, Diversity, and Inclusion. The goal of this recruitment is to fill this position at an Education Program Specialist 2 level. However, candidates who meet the minimum qualifications for an Education Program Specialist 1 are encouraged to apply, as the department may consider underfilling the position until the selected candidate meets the minimum qualifications for an Education Program Specialist 2. The application deadline is June 27, 2024. To be informed on upcoming opportunities and get involved in this new program, please subscribe to the Immigrant/Refugee Student Success email listserv.
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3. Recruiting Now: Apply to Join the Assessment Advisory Committee
The Oregon Department of Education (ODE) is recruiting for the Assessment Advisory Committee (AAC) for a two-year commitment between 2024-2026, renewable in 2026. This Committee advises the Director of Assessment & Student Reporting on procedural and policy implications of Oregon’s assessment system, specific concerns related to equity and culturally responsive practices, and feasibility of proposed improvements to Oregon’s statewide assessment system.
The AAC provides one source of input that helps to shape decisions that are made in combination with other feedback and data, as well.
ODE encourages educators and district staff who embody these characteristics to apply:
- A strong equity lens.
- Represent Oregon’s diverse communities, including those who identify as Black, American Indian/Alaska Native, Latino/a/x and other people of color.
- Represent different regions around the state.
- Currently hold one of the following roles: Classroom Teacher, Building Administrator, District Administrator, District Testing Coordinator, Site Testing Coordinator, ESD Staff Member, District/building staff working directly with families/caregivers who receive services through specific Title programs (Title IC, Title III, Title VI, Title X, etc.).
- Have experience in at least one of the following areas: administering the state tests and/or interims, coordinating state testing in a building, teaching and/or providing direct support to multilingual learners with English Learner status, teaching and/or providing direct support to students receiving special education services, supporting and/or facilitating professional learning about assessment and/or data literacy, working directly with families/caregivers to share test and/or assessment data, working directly with families/caregivers to provide services through specific Title programs (Title IC, Title III, Title VI, Title X, etc.).
Assessment Advisory Committee members are expected to attend quarterly, three-hour meetings which will be held remotely beginning in the Fall of 2024. If you would like to apply or know of someone who would be interested, send letters of interest to ODE.AssessmentTeam@ode.oregon.gov by June 30, 2024. In the letter of interest, please include a statement of interest and why you are uniquely qualified to participate.
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1. Celebrating Pride Month in Schools: LGBTQ2SIA+ Resources
Celebrating Pride Month in June provides an opportunity for schools to honor the joy and legacies of resistance against oppression of LGBTQ2SIA+ communities through supportive action, education, and celebration. By actively promoting diversity and understanding, schools can create inclusive spaces that empower students and educators alike. To access meaningful resources, please see the “Inclusive Materials and Practices for Educators” dropdown menu on the LGBTQ2SIA+ Student Success Resources webpage.
Section photo by Cecilie Bomstad at Unsplash.
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2. Breaking Barriers: Introducing LGBTIQA+ Multilingual Terminology
Join Rainbow Terminology in breaking down barriers for culturally and linguistically diverse LGBTIQA+ community members. Rainbow Terminology is committed to amplifying the voices of LGBTIQA+ individuals and authentically representing their identities through a comprehensive range of terminology. Explore these resources on the Welcome to LGBTIQA+ Multilingual Terminology webpage.
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3. Report: How States Identify English Learners, Including Those with Disabilities, K-12
The Government Accountability Office (GAO) issued a report last week that includes an analysis of how States and school districts identify English learners, including those with disabilities, for language services.
Districts are required to identify English learners, including English learners with disabilities, enrolled in the district’s schools, which is typically achieved by having families enrolling new students complete a language survey. Based on the survey results, districts then request that students complete an English language proficiency screening to determine whether services are needed and what types or level of services may be required. Investigations a few years ago conducted by the U.S. Departments of Education (ED) and Justice indicated that some States were not identifying all English learners through their identification processes. Following those investigations, ED released three questions that States should include on home language surveys in order to meet federal requirements, though additional questions can also be included.
As the basis for the report, GAO surveyed all 50 States on their English learner identification process, as well as how States ensure all English learners are identified. GAO found that 48 States use the ED-approved questions for home language surveys but that 40 of those States either modified the questions and/or added questions to the surveys. In addition, when asked about whether States have assessed the quality of their identification systems, 32 States reported that they had, primarily through reviewing their policies and procedures, as well as any federal guidelines on identification of English learners. Finally, 41 States said that they provided assistance to school districts in identifying English learners with disabilities within the last three years, which included publishing guidance and providing instructional support, among other types of assistance. Read GAO’s K-12: How States Identify English Learners, Including Those with Disabilities full report to learn more.
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4. Commentary: Oregon Makes Bold Statement Recognizing International Baccalaureate
Oregon’s Legislature made a bold move, and one to benefit students. Members of the House and Senate voted unanimously this session that students who complete the International Baccalaureate or its Career-related Programme satisfy Oregon’s high school graduation requirements.
While several states already recognize completion of the IB as equivalent to a high school diploma, with House Bill 4137, Oregon became the first state to offer the same equivalency to the career program. That makes a bold statement: College readiness and career readiness should no longer be seen as separate. To learn more read the Oregon makes Bold Statement Recognizing International Baccalaureate commentary by Crystal Kinser from the Oregon Capital Chronicle.
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5. Article: Oregon Farmworker Advocates Divided on Whether Effort to Address Exploitation Will Work
Can new protections for seasonal farmworkers make a difference? Seasonal farmworkers often face hazardous working conditions and inadequate housing. Their immigration status leaves them vulnerable to wage theft and retaliation. Explore the impact of recently introduced regulations and the ongoing challenges in the article Oregon Farmworker Advocates Divided on Whether Effort to Address Exploitation Will Work to learn more.
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1. Join the Book Study on Family Engagement with Dr. Prather-Smith
Join IMPACT's summer book study on Engage Every Family Five Simple Principles by Steven Constantino. You will have the chance to share family engagement successes, troubleshoot family engagement barriers, explore topics like invisible engagement and academic socialization, and collaborate with one another. Dr. Summer Prather-Smith will be our guest facilitator, leading several of the sessions. She is a family engagement specialist, MEP practitioner, and works closely with the Constantino Group. Michele Cheney, IMPACT coordinator, will co-facilitate the meetings.
Details
- The book study will each take place over five sessions that run for 90 minutes from 3:00-4:30pm PST (6:00-7:30 pm ET).
- Participants must purchase the book before the first session.
- Dates: June 26, July 10, July 17, July 24, and July 31.
- Email Michele Cheney to register. Include your name, state and position/title.
About Dr. Prather-Smith
Dr Prather-Smith has over two decades of work in public education. Her path into education started with her desire to work with and learn from historically underserved communities. Through this work, Dr. Prather-Smith has had the opportunity to work closely with diverse families, schools, and communities to create school and community engagement opportunities that have changed the way schools define engagement, and that build meaningful two-way connections between families and schools. Dr. Prather-Smith has spent the past 20+ years working within California’s MEP. Her experience at all levels within the MEP has provided her with the knowledge and skills to not only engage migratory families, but also to support MEP staff, general education teachers, and school/district administrators in meeting the diverse educational and social/emotional needs of migratory students and families.
2. Virtual Conference: 2024 Immigrant Student Success, Strategies and Tools for PreK-12 and Adult Educators, July 16, 2024 (Repost)
The Immigrant Learning Center’s Public Education Institute is hosting its 2024 Immigrant Student Success virtual conference, "2024 Immigrant Student Success: Strategies and Tools for PreK-12 and Adult Educators." Featuring experts from across the nation, you will learn from presentations, interactive activities and discussions. This day-long event will take place on July 16, 2024. Registration is free. For more details, visit the Immigrant Learning Center's page.
3. Call for Proposals: 17th Annual Northwest Teaching for Social Justice Conference
Are you interested in presenting at the 17th Annual Northwest Teaching for Social Justice (NWTSJ) conference? NWTSJ is calling for workshop proposals that emphasize social justice, are hands-on, and encourage participant interaction. Proposals are due by July 1, 2024. The conference will take place on October 26, 2024, from 9:00 AM to 4:00 PM at Chief Sealth International High School in Seattle, Washington. For more information, visit the NWTSJ website or email rfp@nwtsj.org.
If you have content or stories you’d like featured in our newsletter, we want to hear from you! Whether it’s an article, event, or an inspiring story, your contributions add depth to our discussions. Please send your submissions and ideas to Estephany Membreno, Administrative Specialist, and you may see your content in an upcoming publication.
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Héctor Aguirre,
Migrant Education Title 1-C Specialist
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Hector.Aguirre@ode.oregon.gov
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Charlie Bauer
Interim Director of the
Title 1C High Risk Response Team
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Charlie.Bauer@ode.oregon.gov
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Leslie Casebeer,
Office Specialist, Title III, Title I-C,
and ESEA Monitoring
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Leslie.Casebeer@ode.oregon.gov
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Diego Contreras-Medrano,
Research Analyst
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Diego.Contreras.Medrano@ode.oregon.gov
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Jennifer Fontana,
Multilingual Education Specialist
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Jennifer.Fontana@ode.oregon.gov
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Yuliana Kenfield,
Migrant Education Title 1-C
Specialist
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Yuliana.kenfield@ode.oregon.gov
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Mary Martinez-Wenzl,
Director of Multilingual and
Migrant Education Team
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Mary.Martinez-Wenzl@ode.oregon.gov
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Estephany Membreño,
Administrative Specialist II
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MembrenE@ode.oregon.gov
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Kim Miller,
Title III Education Specialist
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Kim.A.Miller@ode.oregon.gov
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Myrna Muñoz,
Senior Multilingual and Migrant
Education Strategic Advisor
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Myrna.Munoz@ode.oregon.gov
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Reza Norouzian,
Multilingual Education
Research Analyst
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Reza.Norouzian@ode.oregon.gov
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Natalia Piar,
Multilingual and Migrant
Education Team Coordinator
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Natalia.Piar@ode.oregon.gov
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You were added to this newsletter if you are part of the Migrant Education Program and/or the Title III English Learner listserv. Migrant Ed and Title III leaders, staff, and interested members of the public may subscribe to this newsletter through ODE's QuickSubscribe portal at any time. We thank you for serving Oregon's multilingual and migrant students.
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