EL Directed Funding
Expenditure Direction for 2026-27
Date: 6/10/2026
Recipient: Mt. Angel School District
Recipient Point of Contact: Erica Gordon
Recipient Superintendent: Lisa Harlan
ODE Point of Contact: Kelly Kalkofen
Expenditure Direction for the 2026–27 School Year
Pursuant to ORS 336.079 and OAR 581‑020‑0621, the Oregon Department of Education (ODE) is directing the use of State School Fund dollars generated by the English Learner (EL) weight for the 2026–27 school year.
This expenditure direction is issued following ODE’s review of district data and consultation with the district and is intended to support improved outcomes for multilingual learners. The expenditure direction includes required actions and staffing expectations for the 2026–27 school year that:
- Are evidence‑based and research‑informed;
- Build on the district’s prior improvement efforts and ELOP participation; and
- Are designed to support effective English Language Development (ELD) services and improved student outcomes.
ODE will work in partnership with the district to support implementation and monitor progress.
Required Programmatic Actions
The following programmatic actions are designed to ensure continued progress in supporting English language development in attendance across all grades, and to improve outcomes among multilingual learners in secondary exclusionary discipline and post-secondary enrollment.
During the 2026–27 school year, the district is required to implement the following actions:
- Deepen and refine ELPA-aligned progress monitoring and instructional response:
- Continue strengthening ELPA-like progress monitoring (all four domains) and ensure results are used consistently to drive targeted instructional adjustments.
- Strengthen K–5 language-integrated instruction tied to measurable outcomes:
- Build on new curriculum adoption and ELD staffing capacity to strengthen language-integrated instruction in core content areas and accelerate K–5 OTELP improvement.
- Offer a wide variety of K-12 pathways for multilingual learners (aligned with regional support outcomes & strategies)
- Communicate the expenditure direction to stakeholders in the following formats:
- At least one community forum;
- A letter to the parents of students who are currently designated as English learners;
- Posting on the district website; and
- A presentation to the school board.
- Participate in quarterly check‑in meetings with ODE to review implementation progress and multilingual learner outcomes.
The district is required to use State School Fund dollars generated by the English Learner weight to support these activities.
Required Staffing and Use of Funds
A primary purpose of this expenditure direction is to ensure the district has sufficient staffing capacity to implement effective ELD services.
Accordingly:
- State School Fund dollars generated by the EL weight must be used to support staffing roles directly connected to ELD instruction, coordination, and program implementation. These include:
- Licensed ELD / ESL teachers (or with TSPC approved exception) providing designated and/or integrated ELD instruction
- Classified ELD support staff directly supporting multilingual learners
- Staff whose primary role is coordination, coaching, or program implementation related to ELD
- Staffing allocations must be sufficient to support meaningful access to English language development services for all identified English learners.
This section reflects staffing information provided by the district through the EL Budget Planning Report and accompanying materials. ODE reviewed district‑ and building‑level staffing in relation to English learner enrollment, instructional model, and program capacity to ensure that State School Fund dollars generated by the English Learner weight are used to support effective ELD services.
The staffing levels and positions identified below are required for the 2026–27 school year and must be supported using EL‑weighted State School Fund dollars or other appropriate funding sources.
Required Staffing Levels
Districts are required to maintain a minimum ratio of at least 1.0 FTE ESOL endorsed (or TSPC approved) licensed teacher(s) to every 50 EL identified students. This is a minimum and a ratio of 25:1 is recommended.
| School / Building Name | Licensed ELD / ESL Teachers (FTE) |
Designated Classified ELD Support Staff (FTE) |
ELD Student/Tea cher Ratio |
| John F. Kennedy High School | 3.6 | 0.0 | 9 |
| Mt. Angel Middle School | 2.4 | 1.6 | 5 |
| St. Mary's Public School | 11.0 |
0.0 |
5 |
Note: The required staffing levels are based on the district’s EL Budget Planning Report and the number of students designated as English learners as of May 1, 2025. The district will need to inform ODE of any enrollment changes that require a modification to staffing levels and seek approval for any associated reductions in staffing levels.
The district is required to use State School Fund dollars generated by the English Learner weight to support the staffing levels and roles identified above.
Progress Monitoring and Ongoing Support
Districts may remain in directed funding status for up to three years, depending on progress toward established benchmarks.
As part of ODE’s commitment to partnership and continuous improvement, districts will have the opportunity to review and revise their English Learner Outcomes Program benchmarks before the 2026-27 school year, including both focus areas and performance targets.
ODE will monitor implementation of this expenditure direction and progress toward updated benchmarks through:
- Quarterly consultation meetings;
- Review of staffing and budget information; and
- Review of student outcome and program implementation data.
Progress toward district’s English Learner Outcomes Program benchmarks during the 2026–27 school year will be used to determine whether the district continues in expenditure direction status for the 2027–28 school year.
ODE is committed to centering partnership, transparency, and continuous improvement throughout the expenditure direction period.
Warm Regards,
Dr. Mary Martinez-Wenzl
Director of Migrant & Multilingual Education
Office of Equity, Diversity & Inclusion