iusd english learner program october, 2005. the english learner master plan is….. a companion...
TRANSCRIPT
The English Learner Master Plan is…..
• A companion piece to the Strategic Plan
• A description of the procedures, standards and documentation used for English Learner program
• Organized around the federal & state regulatory items with which we must comply……
CCR Organization
• EL 1: Reclassification
• EL 2: Evaluation of Program
• EL 3: Programs & Services
• EL 4: Identification, Assessment & Reporting
• EL 5/8: Alternative Dual Language Program
• EL:6/7 Staffing & Professional Growth
• EL 9: Parent Advisory Groups
• EL 10: Funding
Goals for English Learners
• Develop Fluency in Listening, Speaking, Reading & Writing English
• Achieve Academic Proficiency in Core Subject Matter
• Acquire Successful Intercultural Skills for an Increasingly Diverse Community and Society
Important Distinction:
• Fluent– Refers to Listening,
Speaking, Reading & Writing of English
– “reasonable fluency” means can comprehend teacher in mainstream, not “fluent”
– Measured by CELDT (California English Language Development Test)
• Proficient– Fluent
Plus– Proficiency in
Academic Core Courses, (Math, Science, Social Science, English Language Arts)
– Measured by CST score, classroom performance, grades.
EL 1: IUSD Standards for Reclassification
English Fluency +
• CELDT Score– Overall Score of 4 or
5– Two of three sub-
tests must be 4 or 5– One Sub-test may
be as low as 3
Academic Proficiency
• CST-ELA Score– Comparable to
English-only peers in district
• Average or better classroom performance
• Parent Consultation
What is the Non-EL student CST-ELA Comparable Score
for IUSD?
• IUSD English-only students’ mean score at all grades 2004 and 2005 CST-ELA = performance level of 4
How do IUSD non-EL students perform on the CST-ELA?
How do IUSD non-EL Students Perform on CST ELA?
180
230
280
330
380
430
480
530
580
Grade Level
Scale
Sco
re
Low PL 1
Low PL 2
Low PL 3
Low PL 4
IUSD Mean Scale Score
Low PL 5
Highest PL 5
How do IUSD non-EL students perform on the CST-ELA a “closer
look”?How Do IUSD English-only Students Score on the 2003 CST ELA Subtest?
320
330
340
350
360
370
380
390
400
410
Gra
de
2
Gra
de
3
Gra
de
4
Gra
de
5
Gra
de
6
Gra
de
7
Gra
de
8
Gra
de
9
Gra
de
10
Gra
de
11
Grade Level Spring 2003
Scale
Sco
re
Low Scale Score for PL 4
IUSD Mean Scale Score
High Scale Score for PL 4
EL 8: Parent Waiver from English-only
• Parent/guardian can submit a waiver request to bypass the English-only classroom and ask for a dual language (bilingual) classroom (Prop. 227)
• We have no such classrooms today
• Even so, we must have the waiver form and process in place
EL 8: Parent Waiver from English-only
• Parents/guardians of EL students are informed of the waiver rights upon enrollment and annually thereafter as long as EL
• Waiver forms must be submitted only to Principal of school
• Principal will forward waiver to School Board
EL 8: Parent Waiver from English- only
• School Board receives and approves each waiver request from EL student parent/guardian
• No basis for denial of waiver• Only once we receive 20 waivers from
parents/guardians for students in same school, same grade level, same language we would be required to organize and offer the dual language classroom
EL 3: Programs for EL, pg. 17 & 18• Structured English Immersion (SEI – prop. 227
terminology)– Our Newcomer “Magnet” classroom for beginners– Until develop “reasonable fluency”, not usually to
exceed 1 year• English Mainstream Classroom Setting
– At K – 6 “Regular” classroom teacher provides ELD instruction and SDAIE presentation of grade level standards-based instruction in Math, Social Science, Science and English Language Arts
– At 7 – 12 includes and ELD class and SDAIE versions of academic content courses, as needed
• Alternative Dual Language Immersion Classroom– None exist at this time in IUSD– Would involve systematic use of 2 languages in methods
leading to bilingual proficiency for the EL
And How Effective are IUSD’s Programs for EL students?
• CELDT – measures growth in English fluency
• CST – measure growth in academic proficiency
• Use cohorts to attribute gains to instruction
Concerned about NCLB Objectives?IUSD exceeds 2014 expectations now
AMAO 1: % EL students making Annual Progress on CELDT
51.0% 51.5% 52.0% 52.5%54.1%
55.8%57.4% 59.0%
60.6%62.2%
64.0%
77.1%
84.1%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
NCLB Targets 51.0% 51.5% 52.0% 52.5% 54.1% 55.8% 57.4% 59.0% 60.6% 62.2% 64.0%
IUSD Achieved 77.1% 84.1%
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
AMAO 2: % of EL students Attaining English Fluency on CELDT
30.0% 30.7% 31.4% 32.1% 34.1% 36.1% 38.1% 40.1% 42.1% 44.1% 46.0%
60.4%
71.6%
0.0%
38.8%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
NCLB Target 30.0% 30.7% 31.4% 32.1% 34.1% 36.1% 38.1% 40.1% 42.1% 44.1% 46.0%
IUSD Achieved % 60.4% 71.6%
Calif. Achieved % 0.0% 38.8%
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
AMAO 3: Adequate Yearly Progress using CST results:
English Language Arts
Met Participation Rate 99% YesMet % Proficient or Above for EL Subgroup
Yes
Math
Met Participation Rate 99% YesMet % Proficient or Above for EL Subgroup
Yes
Met AMAO Target for AMAO 3? Yes
Are IUSD EL students making progress in “Regular” ELA
as measured by CST-ELA scores?
200420.4%
200448.9%
200510.3%
200412.9%
20044.9%
200412.8%
200526.7%
20057.4%
200515.9%
200539.8%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
PL 1 PL 2 PL 3 PL 4 PL 5
Performance Levels
Are former EL students making progress in ELA as measured by the CST-ELA scores?
20040.5%
200445.1%
20050.8%
20051.6%
200552.0%
20041.5%
200410.3%
200442.6%
200535.1%
200510.6%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
PL 1 PL 2 PL 3 PL 4 PL 5
Performance Levels
As compared to English-only peers?
200418.8%
200544.9%
200440.5%
200434.0%
20044.7%
20042.0%
200532.4%
200515.4%
20054.8%
20052.5%
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
45.0%
50.0%
PL 1 PL 2 PL 3 PL 4 PL 5
Performance Levels
Yes!This summary of the 3 previous charts’ cohorts
of IUSD student groups’ CST-ELA Scores @ 4 or 5:
Group Spring 2004 Spring 2005 Number in group
English-only 74.5 % 77.3 % 9,413
Fluent at Entry 85.1 % 86.7 % 2,962
Redesignated to Proficient after being EL in IUSD
87.7 % 87.1 % 1,457
Do IUSD EL students Redesignate to Proficient?
Yes, here is a “snapshot” look over time:
Year # Redes’d
# EnglishLearner
IUSDRedes’n“Rate”
Orange County “Rate”
Calif. “Rate”
2004-05 257 3,182 8.4% (257/3064)
8.3% 9.0%
2003-04 288 3,064 9.0%(288/3201)
9.0% 8.3%
2002-03 494 3,201 15.2% (494/3255)
8.3% 7.7%
How Long to Reclassify? CA LAO study says…
Home Language English Proficiency at
Entry
Average Time to Reclassification
Mandarin All Mixed 3 years/6 mo.
Korean All Mixed 4 years/0 mo.
Cantonese All Mixed 4 years/7 mo.
All Other All Mixed 4 years/9 mo.
Vietnamese All Mixed 5 years/0 mo.
Spanish All Mixed 7 years/7 mo.
How Long to Reclassify? IUSD actual data says……
Entry Date Range
# of Students
English Proficiency at
Entry
Average Time to Reclassification
9/1991To
2/20031,508 Mixed 3 years/ 3 months
9/1991To
2/20031,372 Intermediate
Only3 years/ 3 months
9/1997To
6/2002136 Beginners
Only2 years/ 9 months
Time to Redesignation in IUSD
Time in IUSDRedesignated
Prior to 2004-05
RedesignatedDuring 2004-05 Difference
1 Year 4.2% 1.6% - 2.6%
> 1 Year to 2 Years 20.2% 14.6% - 5.6%
> 2 Years to 3 Years 24.5% 24.9% + 0.4%
> 3 Years to 3 Years 25.1% 39.2% + 13.9%
Sub Total 74.0% 80.3% +6.3%
> 4 Years to 5 Years 12.2% 8.8% - 3.4%
> 5 Years to 6 Years 6.9% 5.2% - 1.7%
> 6 Years to 7 Years 2.8% 2.7% - 0.1%
More than 7 Years 4.1% 3.1% - 1.0%