In this Learning in Lake Oswego episode, our superintendent explores LOSD's English Learner (EL) program, which supports over 50 languages spoken across the district. She is joined by EL specialist Ewa Chomka-Campbell and student Roman Kuleski to highlight how the program helps multilingual learners thrive academically and socially. Ewa shares insights into her role, strategies for creating culturally inclusive lessons, and the program's goals. Roman reflects on his journey from learning English as a 6th grader to exiting the program in 9th grade and offers advice to fellow students navigating similar challenges. Listeners will gain a deeper understanding of the dedication behind LOSD’s EL program and its positive impact on students' lives.
Dr. Jennifer Schiele, Superintendent, LOSD
Mary Kay Larson, Executive Director of Communications, LOSD
Ewa Chomka-Campbell, English Learner Specialists, LOSD
Roman Kuleski, Student Lake Oswego High School
English Language Development Resources
MICHELLE ODELL:: [00:00:00] Welcome to Learning in Lake Oswego, a podcast providing educational insights for an engaged community. Lake Oswego School District Superintendent Dr. Jennifer Shealy will discuss what's important to our learning community. She'll be joined by experts examining various topics, answering important questions, and sharing upcoming events and activities you won't want to miss.
And now, it's your host. Lake Oswego School District Executive Director of Communications Mary Kay Larson
MARY KAY LARSON:: Hello, everyone. Welcome to learning in Lake Oswego. I'm Mary Kay Larson your host here with our superintendent. Dr. Jennifer Shealy Today, we are diving into a topic that I have learned more and more about over the last couple years, and I find it fascinating and love every time I learn more about it.
And that is our English Learner Program, a cornerstone of support for our multilingual students. Did you know that we have more than[00:01:00]
Today we'll learn from one of our dedicated English learner specialists, Eva Campbell, about the impactful work she does in helping our students learn English. We'll also hear from one of her star pupils, Roman Kulinski, a student whose journey is a shining example of the work we do here in our district and Just another one of our amazing students.
So very excited to hear more. With that, Jen, I'll turn it over to you. Thanks, Mary
DR JENNIFER SCHIELE:: Kay. Hi, Eva and Roman, and welcome to the podcast. Let's start by getting to know you. How long have you been in education, and what brought you specifically to Lake Oswego?
EWA CAMPBELL:: Oh my goodness, Dr. Shealy. What a question. This is my 38th year in education.
That's fantastic. I started as a teacher of English language in Wales. back in 1987, a very long time ago, so, and I've had the honor and privilege to work with students and educators around the world, including [00:02:00] Colorado and Oregon here in the United States. I've served kids and worked with educators at all levels of the K 12 spectrum, so it's been a very interesting and rewarding journey.
Lake Oswego, we moved from Colorado to Oregon because of Nike, but we moved into Lake Oswego because of the quality of education here. My daughter is a graduate of Lake Ridge High School, and she will say herself that Lake Ridge High School really prepared her for college. She was ready. So that was a great experience for us, and we so appreciate every educator that had a role in that.
That's great. Thank you. Can you share an overview of your current role and responsibilities? I am currently serving as the English Language Learners Specialist, supporting teachers, other EL specialists, immersion teachers, students, core content teachers, administrators at all of our [00:03:00] schools. So my job is to really go around the lake, visit every school, not every day, but.
Every week, and make sure that our EL students are receiving the instruction in both language acquisition and they have access to all of the core courses that they need in order to be successful and graduate. successfully from our district.
Speaker 3: To help our listeners understand the scope of your program, how many students do we serve in EL?
And then what are some of the most common languages spoken at home of
Speaker 4: those students? Okay, we currently have a caseload of 396 students who are eligible for English language services. 196 of them are receiving direct instruction in language acquisition, and our most common languages are Chinese Mandarin, Spanish, Arabic, Korean, and Japanese.[00:04:00]
Wow, fascinating. That's fantastic.
Speaker 3: I don't know that many people in Lake Oswego realize we have that many students who are being served by your program, which is one of the reasons why we really wanted to showcase you and this program here on our podcast. So next, can you tell us about the goals of the English language program in Lake Oswego specifically, and then how does it support Our multilingual students.
Speaker 4: Right, the goal in some ways is really very simple. It is to provide our students with the language which is English, very quickly so that they can be successful in their core classes. What this means is that we will Deliver basic interpersonal communication skills first because that is what is critical for their social and emotional well being in terms of acculturation into the school culture.
They need that social language in order to make connections with friends. And then we start providing that content based language, which is very specific for math, [00:05:00] social studies, science, and even language arts. You know, people often think language arts is English, but it's not. There are a lot of vocabulary that is very different.
And so our students really need that higher order level of vocabulary in order to be successful in all of their courses. And the overall goal is, again, to ensure that they are prepared to access all of the classes that are available. at their schools in a way that will give them the success that they are aspiring to, which is graduation with a full diploma and acculturation and integration into our community.
Because that sounds
Speaker 3: like a lot, really hard work. So how do you tailor the lessons to meet the diverse needs of the students? I mean, I'm just thinking the diverse needs of. All students who speak English, but now you're talking about all students who speak many different languages at the same time, so.
And they're all at different phases of learning English, so it seems very [00:06:00] complex. So how do you tailor those lessons?
Speaker 4: Yeah, so it's, this is, this is the part of the, the puzzle. And so we begin by screening every student that may be eligible for services to determine the level of English proficiency that they already have.
Most students will have some level of English. English, even if it's just a hello. So we determine what level they're coming in at and the For example, if you're doing something like Duolingo, and you will start at the beginning level, and then you'll progress through the pre intermediate, intermediate, post intermediate, and advanced levels.
This is sort of a standard rubric that is used in language acquisition. So most of our students who qualify at the beginning, pre intermediate, and intermediate level will receive direct language instruction. Students who are at the post intermediate and advanced level already have enough language to give them access to that core content classroom.
So [00:07:00] they are up and running and we support them through just occasional check ins. But most of our work is focused on the beginning students to make sure that they are prepared for, for the classes.
Speaker 3: What are the strategies you use to make sure that the lessons are interactive, but they're also being considerate and thoughtful and being culturally responsive?
Speaker 4: Right. So it's, it's really important for us to have access to curricular resources that are culturally sensitive. We are very lucky to have those resources in our district and That provides us with sort of the first tool that we need. The second one is to make sure that our teachers are socio culturally aware.
There are different cultural mannerisms, behaviors. So making our teachers aware that For example, you may not want to look certain students directly in the eye or you may not want to ask them please look me in [00:08:00] the eye because that's culturally inappropriate in their culture. So little things like that, information that, that we share with our teachers.
Making our classrooms inclusive and making sure that students feel like they belong is really critical. So exposing students to cultural, not only cultural visuals, but also providing them with tasks that are culturally focused, asking them to share with us their cultural experiences and how, you know, what are the similarities and differences.
So really, Promoting that sense of inclusion and belonging by drawing our students into the conversation And not leaving them aside because it's different because it's not American it's kind of bringing them in and making sure that that we are highlighting This is the American way. This is how we do it in China or, you know, in Korea or Japan or wherever our students are coming from.
Speaker 3: Actually, [00:09:00] I love that. I mean, we talk so much about cultural belonging here. We also talk about making sure that all students feel like they contribute to our excellence. So the idea that you're specifically, explicitly trying to make sure that kids have that opportunity for their, their voice to also shine.
So, because we want to learn from them, we want to bring in the best of them into our community or into our learning community as well. So that's fantastic. In your experience, what aspects of the program contribute most, like the very most, to students progress from the very beginning to those exiting the
Speaker 4: program?
From an educator perspective, it's like understanding what the student can and cannot do in English. Like, You know, because if, if a student walks into a social studies class, say, in 10th grade, and the teacher, the student is a beginning speaker of, of English, and the teacher is presenting the student with the same kind of content, same kind of tasks as everybody else, that student is, is not being set up for success.
So, [00:10:00] understanding the level of English language proficiency, and then, Building on that in terms of the language objectives and the content objectives. Not every standard and not every objective is going to be appropriate for that student just simply because they cannot manage the workload that comes with that.
So adapting that. And then providing students with tasks that they can access. Based on the language that they have. So we talk about differentiating and scaffolding instruction. Differentiating doesn't mean changing it. It just means providing the student with something perhaps a little simpler. But still the same kind of.
higher order thinking that they are required to do. And constantly checking to see on the progress, like so using some formative assessments that make sure that we're on the right track and that we stay on the right track. So when a student is Being successful [00:11:00] and perhaps is completing the work in a way that's, Oh, that seems easy for the student.
Let's ramp it up a little bit. Let's make it more difficult. But making sure that we're not throwing students into the deep end, but helping them to providing that You know, ladder of scaffolds that will take them from where they are to where we want them to be. And being mindful that it doesn't happen overnight.
It takes our English language learners anywhere from one to seven years to become fairly proficient in content language. So the language that we need for science, math, social studies, and language arts. So constantly being aware that this is not an overnight. I think it doesn't happen in a year.
Sometimes it doesn't happen in two years. Sometimes it happens in three years, but rarely so.
Speaker 3: That seems really hard.
Speaker 4: Right? But it is a process, and it's a process of repetition as well. It's, it takes [00:12:00] students several repetitions to kind of remember. Things in a different language. Also being mindful that just because we presented it once and we presented it this way, that's not enough.
We need to present it again and we need to present it in a different way, and multiple times, so the student has the opportunity to see how the language works in different contexts.
Speaker 3: Can you explain how, from ODE or the Department of Education in Oregon, like, what is the compliance part or the requirements that kind of shape our program here in Lake Oswego?
Speaker 4: Compliance is sort of a big part of Title III, which is the program that underwrites English language development programs in districts. There are several layers. The first step is really, what is our district policy? And we have a great policy around bilingual education that says that We have to provide a program for our English learners and we have to support our parents by providing the materials in a language that they can understand.
That is a requirement that is, again, [00:13:00] underwritten by our Oregon revised statutes and Oregon administrative rules that say basically the same thing. And then we have the federal laws that basically say the same things, except for the Civil Rights Act. So we are governed by Title VI of the Civil Rights Act.
And that's primarily around discriminatory practice. So there are multiple layers that I guess direct our compliance. And then, you know, on top of that, we have Supreme Court rulings. So all of these different legal requirements sort of weave a quilt that allows us to make sure that students are receiving the services that they need in terms of language acquisition.
They're receiving access to core instruction. They're receiving equitable treatment in our schools. And that they are successful because they can access programs that are research based, evidence based, and that provide them with the foundation that they need to be successful [00:14:00] in, in
Speaker 3: life. That's so important that we're governed by something so that all students, no matter if they're in Lincoln Swego or if they're in another county, another city, that they, they also get those services.
So when you kind of get to the end, beyond English proficiency, how do we measure success? Like is it confidence, participation, integration, what, how do we, how do we know when we've arrived? Yeah.
Speaker 4: All of that, right? All of that. So, you know, we, of course, track the progress in language acquisition. Annually, students take a state assessment in English language proficiency.
So that's just the summative marker that we use to determine progress. But really, the most important part is the day to day, which is part of my job. It's making sure that our students are making progress, they have the resources, they have access to the instruction that they need. And we check in about their well being.
Are they integrating well within the school [00:15:00] community? What else do they need? What else do we need to provide? So making sure that it's not just an event that happens at the beginning of the year. Oh, they're here, we've tested them, we've placed them in classes, but it's constantly supporting them through this.
progressional sort of timeline of first arriving in a district like, like Oswego and then exiting at graduation. One of the things that we have to remember is that coming from another country and coming into the, not only the United States, but into a school district can be Kind of traumatic. I call that transitional trauma because students are going through, you know, experiencing different cultures, a different language.
They don't understand what's being said to them. Sometimes they're given a schedule and they don't understand these schedules because They're very different. So our job is to make sure that students have the resources, and they have the knowledge, and the know how in terms of how to navigate our system.
You know, that's a day to day thing that [00:16:00] we do. We also look at their grades, we look at their academic progression, we make sure that they don't fall through the cracks. We don't just do it at the end of semester, we do it every single week, and sometimes every single day. I
Speaker 3: mean, I think the trauma would be real.
I, I think it would be scary to be a student who gets dropped into a new school system and that they just don't understand. So, I mean, I can completely understand that. And I also. I agree with Mary Kay when she said earlier that she's kind of in awe of you and your program and everything you do, because I always learn new things from you as well, and I'm so, I feel so lucky that we have you.
Oh, Dr. Kim. Looking ahead for you, what are your hopes and plans for our future of our English language program here in LOSD?
Speaker 4: Yeah, so this is an interesting question because I think our students are past English language learners. Students have set a really high bar for us as educators. [00:17:00] And I say that with a smile because it's both a smile and a challenge, right?
Because you, you want to, you have to maintain the high bar now that it's been set. Now the high bar is that our students here, our English language learners in Lake Oswego, have got a phenomenal attendance rate. And, which is recognized by our state agency as being great, you know. They're also on track for English language proficiency.
And they're doing really well on the English language arts assessments at elementary school. So Those are all high bars that our students have set for us. Now the question is how do we as educators keep up with that, right? So this is a challenge. It's like we constantly have to make sure that our program is beyond great and it's it's meeting the needs of all our kids.
So my hope is that, you know, we can not only continue what we have but also expand. on its quality to ensure that we maintain this high graduation rate as well of 95 [00:18:00] percent of our English language learners graduate, and that's pretty amazing. You know, that's the future. But of course, you know, we can't do it by ourselves.
So we need and we are so thankful for the leadership, the families, the students, the educators that we have in our system that really support our students with everything that it takes. So my hope is that we can all continue on this trajectory and maintain the high levels that we've established, or the high levels that the students have established for us.
And yeah, we're thankful for all of the support that we receive.
Speaker 3: I think that's a great hope and plan for us. So thank you. And before I say goodbye and I get to talk with Roman, which I'm really excited about, is there anything else you'd like to share about the program?
Speaker 4: I don't know, a lot. No, I just want to, you know, call out some of our amazing English language specialists.
Some of them you [00:19:00] know, manage multiple schools, so they're juggling schedules, they're, and they're making it happen. And the, you know, the evidence is really in, in the student success. So again, just a big shout out to all of our EL specialists that show up and make it happen.
Speaker 3: Great. Well, thank you so much for being here today.
And I'm super excited about everyone hearing this and learning a little bit more about our program. And thank you from the bottom of my heart. Really what you're doing is making a huge difference for our students. Thank you, Dr.
Speaker 4: Shealy. I really appreciate this opportunity to talk about our English language learners because it's a subject that is so close to my heart.
Speaker 3: I can tell. I love that. Bye. Bye. Next, I'd like to welcome Roman. Hi, Roman.
Speaker 5: Hey, how are you?
Speaker 3: I'm fantastic. Thank you so much for joining us today. I want to start with learning a little bit more about you. Can you tell me what school you attend? What grade you're in? Favorite subjects? Maybe what you like to do outside of school?
Speaker 5: My name is Roman, Roman Kuletsky. I attend Lake Oswego High School. I'm a [00:20:00] junior. I love playing basketball. I play for the Lake Oswego team. I ride dirt bike. I love driving. I love, yeah, just hanging out with friends and enjoying hiking. Yeah,
Speaker 3: I actually saw you play basketball on Tuesday night Sheldon.
Was over here.
Speaker 5: Oh
Speaker 3: So I got to see you. That's fantastic. So this is what everyone's dying to know So you moved here in sixth grade knowing very little English. What were your initial thoughts and challenges?
ROMAN KULESKI:: well, first of all, I was very scared at first I was Confused scared a lot of emotions like a brand new school brand new I was genuinely scared.
And I'm very glad that there's this community as ELD, all these programs that were there for me to overcome my fear and, you know, become [00:21:00] better. I met so many of my good friends through the ELD program that I'm still friends with. I don't think I would have done it without it.
Speaker 3: Well, that's great to hear.
So what do you think when you, when you look back on how you were learning English, what was it that was the most helpful to you? Was it like what happened in class or in school or at home or with your friends or how did you do that? I mean, it's pretty amazing and your English is fantastic. So how do you do that?
Speaker 5: Thank you. By far the first, the most important thing that helped me is being in the community. So, like, we're not having a choice not to speak English. 24 7, well, not 24 7, but whenever I'm at school, I had to speak English. That's the only way that people would understand me. Yeah, that's, that's what helped me through it.
That's what, you know, just being in the community and hearing, like, every, everywhere I go, I hear the [00:22:00] English language. If I want it or not, I pick it up and I remember it. And I practice it every day, so, mm-hmm . That, that was, was probably the thing that helped me the most. Also, the, all of the one-on-one time that I got to practice with teachers like Ms.
Campbell and Ms. Chisholm at the Lake SPI High School in ld.
Speaker 3: Okay, so did you, what is your home language?
Speaker 5: Russian. Russian. Yeah, I'm from Belarus. I'm sorry, I didn't mention it before. I'm from Belarus. I'm in US for almost six years now. Actually, already six years. And my dad always had a dream to be in US and just live here, work here for me to get the US education.
So I'm very thankful. I'm back. I'm back. Made it happen.
Speaker 3: Yeah, that's, are you a only child or do you have siblings?
Speaker 5: I have a Three year old brother. His name is Edward.
Speaker 3: So when you're at home, do you [00:23:00] speak Russian or do you speak English?
Speaker 5: I speak Russian. My family does not speak English. Well, not fluently They try to and I help them as much as I can.
But as I mentioned before They're not in that like community Where they speak English 24 7, so it's way harder for them to learn. Also just because they're older, their brain doesn't, you know. Sure,
Speaker 3: it's those old people like me. So your younger sibling, are you helping to teach them English and your parents are teaching them Russian?
Because I mean, we'd want them to obviously keep both languages.
Speaker 5: Well, he just starts to speak any language. Yeah but we make sure to teach him as much Russian as possible because He won't have any choice not to learn English. Like, he will go out into the world, into kindergarten, schools he will learn English, like, for sure.
[00:24:00] So, what often happens with, like, people who, whose parents speak a certain language, but they were born here, is they, with time, they forget their home language, and they just, like, can't speak with their parents often. And that just sucks. So Yeah. Yeah, my family prioritizes to, like, teach him Russian, make sure he knows it well enough so he can speak to them if they, if they don't learn English.
Speaker 3: Yeah, that's great. Looking back on your education, were there any specific activities or classes you found, like, especially helpful or enjoyable?
Speaker 5: Yeah the ELD class, I was enjoying it from the start to the finish. As I mentioned before, I met many great friends there many great people. It helped me through a lot to, you know, just go out in the world.
I love, as my, one of my hobbies is taking pictures, photography. And yeah, thankfully there is a photography class. There's actually [00:25:00] photography one, two, and AP at the ELO high. And I've taken the first photography and I will be taking the second one this upcoming semester. I love the math I enjoy English.
I love writing stuff, but from time to time it becomes pretty annoying to just, you know.
Speaker 3: I think that's true for all students. The English
Speaker 5: teachers, they're one of a kind.
Speaker 3: That's great. So we talked a little bit about you being scared when you first came. Can you think of other times when you felt discouraged?
Like where you're like, I can't do this anymore. And then like, what motivated you to say, I can, I can, you know, the little engine that could.
Speaker 5: Yeah, totally. You know, when you're trying to say something, something important most of the times, and people just keep like, What? Can you repeat that again?
Come again, please? And it happens like all over like, like again and again and again. It just becomes frustrating [00:26:00] and like sometimes you want to give up and I actually, when I just moved here, first I moved to Gresham with my family and I went to the elementary school where there was no ELD class. And I had kind of got mixed with like all of the other kids.
And I had, I remember I had this one friend who spoke Ukrainian. So we were kind of on the same page and I only stuck with him. Any other time I would just, I don't know, I would be way too scared to talk to anybody else because I pretty much couldn't. Definitely what helped me to gain my confidence is becoming better at it thanks to the ELT program.
Once you start to understand how words connect and you know, how this world works, especially in America because it's very different you become more confident and you meet more people become friends with more people. Yeah, that's basically what keeps me going. [00:27:00]
Speaker 3: That's fantastic. How has your experience learning English influenced your relationships with, like, your peers, your classmates, your teammates, or your teachers, or kind of the broader Lake Oswego community?
Speaker 5: You know, when you can, like, speak to people and compliment them and just, you know, have regular casual conversations,
Speaker 3: You exited the EL program in ninth grade, which is an incredible milestone. I think your teacher earlier was talking about how some kids can do it in three years, some kids wait, it's seven years.
And so you obviously picked up on the language pretty quickly, which means that was a lot of hard work. And so how did reaching that goal impact, you know, your future plans?
Speaker 5: Oh, well, I definitely have way more possibilities and way more opportunities to go to. And you know, I'm basically, I can go anywhere I want, like where, [00:28:00] anywhere I like to go without having that English barrier.
Because it was a thing that English barrier, language barrier, it was a thing for a long period of time. I want to go there. I want to do that. And I couldn't. Because I would get scared. I was, you know, I just couldn't. It was, it was too hard, too annoying sometimes too frustrating.
Speaker 3: Mm hmm. Yeah.
Speaker 5: Yeah.
Speaker 3: I'm glad we've removed that barrier, or you've removed that barrier for yourself, actually. Thank you. What kind of advice would you give a new student moves to town, sixth grader? Terrified from Belarus. What kind of advice would you give that student about learning English and, and sticking it out?
Speaker 5: If you if you get offered some, if you get offered some help, take it.
Use it. Try to meet the right people and stick with them. People that will motivate you. People that you can lean on. Not fake friends. There's a lot of fake friends nowadays, and [00:29:00] unfortunately I had to find it the hard way, but definitely what helped me the most is finding the right people and yeah, I remember having this one friend who I would just speak to, like, we would have our conversations and I, I cannot say I was great at English, like, that, at that period of time.
He would, I don't know, find ways to communicate with me, to not show my insecurities. I'm very thankful for him. He helped me through a lot.
Speaker 3: That's great. Anything you'd want to say to your, maybe your friends or neighbors back in Belarus about your experience here in Lake Oswego?
Speaker 5: You know, it's just, I'm very thankful for this opportunity to come here and get education at the best schools one of the best schools in the world.
And You know, I'm just very thankful for the program, for the people I met. I mean, I have a girlfriend who's, I mean, who's, who's American and who [00:30:00] Thinks that my accent is like the cutest thing about me. So, yeah, I love that.
Speaker 3: That's great. So last question for you. How do you think being multilingual, I mean, you do speak two languages, maybe even speak more than that.
How do you think that's going to help you in college, career, or just other areas in your life?
Speaker 5: Well, it definitely gives me a better advantage. I can put it on my college resume. I have more job opportunities. I definitely have a bigger advantage compared to the other kids who just speak English.
And I mean, Russian is like the, one of the hardest languages in the world. So I'm very thankful to have that.
Speaker 3: That's great. Well, it was so nice having you here, Roman. I really enjoyed getting to know you. I'm going to be at more basketball games, so I will be rooting loud for you. And thank you so much for being here and good luck with the last you know, six months here of school.
Speaker 5: Thank you so much.
Speaker 2: Eva and Roman. It was so awesome to hear your experiences, and I wasn't expecting to be reminded of [00:31:00] this, but my son, one of his dearest friends, Quintin, they met in fourth grade and Quintin came to the U. S. knowing only a handful of people. words in English. He was proficient in Dutch and in French, but I think he learned a lot of English from my son, which I don't know, could have been a good or a bad thing, but I have to say that his friendship and they Lived here in the States until high school, their friendship together.
I think Zachary and our family learned as much from Quentin as he learned from us being here and just such a wonderful, enriching experience. And they still keep in touch and they actually, they ended up being in New York at the same time this past summer. So they got to reconnect, but anyway, just, it's just such a wonderful experience.
And so I loved hearing their stories and it reminds me of. Some people I know in my life. Yeah, that's great. But before we wrap up, let's highlight a few upcoming events happening in our learning community.
Speaker 3: Great idea Mary [00:32:00] Kay. Tomorrow, literally tomorrow on January 22nd, we have our Neighborhood Elementary Schools hosting Kindergarten Counts.
And that's our open house for incoming kindergarten families. And it's, it's such a wonderful opportunity to meet principals, teachers, and other families who have kindergarteners. Which, I mean, I will never forget. When, when your kids go to kindergarten, it is such an important milestone for you. And really all you want is to make sure that little little human being that you created is, has a friend or somebody to sit next to.
And so this is a great way for you to meet some of those other people in the same boat as you. So it's really important to go there and be a part of that. All new students need to register for their home school, which is their neighborhood school first. And if you're interested in applying for Spanish or Mandarin Chinese immersion programs, that application window will happen on February third.
So those are really important dates to note, but you should always go to your kindergarten counts at your home, neighborhood and school. Also [00:33:00] coming up, we have our lunar new year celebrations and lunar new year marks the start of a new year based on the lunar calendar, which in. 2025 this year. It falls on January 29th.
This is a significant time for many in our community, and we're excited to share several events happening around this important date. First one is February 2nd. We have Lake Ridge High School's AAPISU, which is the Asian American Pacific Islander Student Union. They're hosting a celebration that's open to everyone in our community.
The event begins at one o'clock. It's in our Lakeridge High School. You can enjoy food, drinks, vendors, performances, and it's plenty of fun for the whole family. Next, on February 7th, the Palisades World Language School Parent Club is hosting their third annual Lunar New Year celebration. This event is for all current families, as well as families who are enrolled in kindergarten for the fall, or if they're interested in the program, they can also come and see.
It's also another great opportunity to get to know the new [00:34:00] school and the community. And then finally on February 8th, our district, in collaboration with the Lake Oswego Public Library, will host a community wide celebration at the Adult Community Center from 1 to 3. This is a free event and it's going to feature children's crafts and activities, student performances, and art by students from Palisades World Language School and other local organizations.
So everyone's welcome. It's going to be a ton of fun. I hope you'll join us all for these celebrations as we honor Lunar New Year together. Mark your calendars. We can't wait to see
Speaker 2: you there. I think I have all three of those on my calendar, so I look forward to going to them. I'll see you there. Yeah, well that's it for today's episode of Learning in Lake Oswego.
Next time we are going to explore the Lake Oswego Schools Foundation and its incredible impact on our community. Until then, keep
Speaker 3: learning! Stay connected and let's continue building a brighter future together. Class dismissed.
Speaker: We hope you found this [00:35:00] episode informative and helpful. While our discussions are general, we understand each family's experience is unique.
If you have specific questions about your child, please contact your school principal. To learn more about the topics we discussed, Ask a question or share ideas for future episodes, please visit LOSDSchools. org. And remember to like and follow us wherever you get your podcasts. Thank you for engaging with Learning in Lake Oswego.
We appreciate your support and look forward to having you with us for our next episode.