District reports progress from secondary English‑learner lead; administrators say results support elementary EL expansion

Stephanie Davis, the district—s director of student services, updated the Urbandale Community School District board on the first year of a secondary English‑learner (EL) lead position and its effects on instruction, assessment and family engagement.

Davis said the position allowed EL teachers to spend more time on instruction by shifting time‑consuming administrative tasksscreening, ELPA‑21 test administration and data entryto a central staff member. She described improvements in scheduling, interpreter coordination and curriculum supports tied to the district—s use of National Geographic (Nat Geo) curriculum materials.

"The secondary EL lead has taken over some of the time‑consuming administration tasks, whether screening, ELPA testing schedules, data management, allowing EL teachers to focus more on instruction," Davis said, summarizing feedback from teachers and coaches.

Davis presented early data showing secondary screener totals and shifts in proficiency levels. She said secondary EL screener totals rose (secondary total: 45 last year on roster‑based screening) and that the district saw a roughly 10% overall change in the number of secondary English learners and a 39% increase in students at the "emerging" proficiency level at the secondary level. Davis told the board that, despite a typical winter dip districtwide in reading screening, EL students improved their percent proficient this winter.

The presentation also covered intake procedures for newly enrolled EL students: staff now arrange interpreters for family meetings, provide brochures in home languages, and offer school tours so families understand schedules and supports before students begin classes. Davis said the district has created a shared Google Drive hub with lesson‑by‑lesson PDFs and resources for teachers and noted improvements in phonics instruction and access to grade‑level materials for older newcomers.

Board members questioned whether the model used at secondary could be shared to support elementary schools. Davis said the district will bring a request to the board to add an elementary EL lead position; she described differences in design for elementary (four buildings) versus secondary (two buildings) and said the elementary lead would align schedules with PLC meeting days to maximize impact.

Board members praised the model for keeping teachers providing services in classrooms rather than pulled for administrative tasks. Davis said the district will continue to refine formative assessment use and PLC scheduling to support EL students.