IUSD English Learner Program

October, 2005

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 1: Reclassification Process, pg.10

EL 4: Identification Process, pg. 21

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%