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Council Bluffs schools report modest gains in English‑learner enrollment and proficiency
Summary
District staff reported a net increase of 73 English learners to 655 total, larger newcomer populations, and state assessment results showing higher proficiency in listening and speaking than in reading and writing.
Doctor Matthews presented an update to the Council Bluffs Community School District board on enrollment and academic progress for English learners, saying the district served 655 English learners this fall, 73 more than the prior year.
The report focused on who the district serves and how students performed on the state English language proficiency measure, the ELPA21 dynamic screener. Matthews said enrollment increases were largest at the elementary level (about 50 additional students) and proportionally greatest at the middle school level (rising from 74 to 102). High‑school enrollment was “fairly steady,” with a decrease of five students.
Matthews told the board the district’s newcomer population—students born outside the U.S. who arrived within the past three years—has nearly tripled since 2022–23, with elementary and middle schools each adding roughly 29–30 newcomers and high school adding about 10.
On assessment outcomes, Matthews said students performed better on listening and speaking than on reading and writing: 46% proficient in listening, 40% in speaking, 20% in reading and 15% in writing. She said 68 students—about 11.5% of the district’s English‑learner population—scored at the required level (a 4 or 5) across all four ELPA21 domains. The district categorized 122 students as “emerging” and 398 as “progressing.”
Matthews said a recent Iowa policy change will keep students who reach proficiency included in the English‑learner student group for school performance profiles for two additional years, which the district views as beneficial for monitoring and accountability.
On programs and supports, Matthews described the LEAP (language instruction education program) model used in the district, which includes sheltered instruction and pull‑out/push‑in services. She said elementary classrooms use a supplemental resource called WonderWorks for English language arts, while secondary students may receive sheltered English instruction or support in core classrooms. The district provides annual training for ELL teachers and uses technology and bilingual staff to support family communication: two full‑time bilingual liaisons, interpreter services (LanguageLine), and Timekettle translation earbuds funded through Title III immigrant funds.
Board members asked about monitoring and re‑screening students who later struggle; Matthews said the district continues to monitor proficiency and can re‑screen students as needed. She confirmed the ELPA21 screener is administered annually and said on average it takes about five years for students to reach proficiency—coinciding with typical funding timelines for services. Matthews also said an increasing number of English learners are earning the seal of biliteracy.
Matthews declined to provide an exact current count of EL teachers during the meeting but offered to follow up with that information after the session.
The presentation closed with Matthews noting the district will complete a pilot of new 6–12 EL curricular resources this spring and bring a recommendation through the regular adoption cycle.
