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Carmel Clay Schools reports strong WIDA growth for multilingual learners, highlights program models and monitoring needs
Summary
District presentation showed 1,383 multilingual learners (1,120 receiving services), strong growth on WIDA measures (99% made growth; 82% met growth targets districtwide), and recommended continued focus on sheltered classes and early intervention where exit rates are highest at elementary levels.
Dr. Dudley presented the district's multilingual learner (MLL) report, describing scope, service models, assessment measures and growth results. The district currently serves 1,383 multilingual learners and provides services to about 1,120 students; staff identified 108 languages spoken in the district with Spanish, Mandarin and Arabic the most common.
Dr. Dudley explained the WIDA (ACCESS) framework, which produces domain scores (listening, speaking, reading, writing) and a composite proficiency level. Students who score below the state exit threshold (composite 5.0) may receive services; the district reported 841 students were included in year‑to‑year growth comparisons (students with comparable WIDA scores in consecutive years). Of those 841, 829 (99%) made growth and 691 (82%) met their WIDA growth targets.
Service delivery models include direct ENL/ESL instruction, content‑based English language development in general education classrooms (co‑teaching/push‑in), sheltered English instruction (including small, ML‑only sections at the secondary level), and heritage language courses (Spanish and Arabic offerings at the high school). Dr. Dudley said exit rates were highest in elementary (23%) and lower at middle (13%) and high school (9%), reinforcing the district’s emphasis on early intervention.
Board members asked how the district’s MLL outcomes compare to state and national norms; Dr. Dudley said WIDA norms are national and that historical comparisons have shown Carmel Clay Schools outperform similar districts but cautioned that current statewide norm recalculations and iLearn changes delay final cross‑district comparisons for 2026.
Next steps: district staff plan to expand sheltered classes where effective, continue professional development (SC method) for teachers working with ML students, and monitor target attainment at upper elementary and high school grades.
