Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Esl Program topic
No spam. Unsubscribe anytime.
ESL coordinator says students made strong raw gains; district to separate ESL from ELA in schedule redesign
Summary
The ESL coordinator reported substantial raw-score growth on ACCESS testing and recommended a schedule change to offer dedicated English language development while allowing ELs to attend co-taught ELA classes; the committee discussed staffing, SEI endorsement and supports for students with disabilities.
At the June 9 meeting, the district’s academic director introduced ESL coordinator Miss Common Emerald, who presented an update on the English learner program and data from the 2024–26 cycle. "Looking at some preliminary numbers, it looks like we have 42 [incoming] next year ... and this year we had 113 total students who were English learners," she said.
Emerald told the committee students made "huge gains" in raw ACCESS scale scores across early, intermediate and long-term English-learners, but cautioned that proficiency-level benchmarks rise with grade level. She noted speaking showed especially large raw increases and said some gains are not immediately reflected in proficiency-level movement because the exit bar gets higher in later grades.
To address instructional balance and provide co-taught support for students with disabilities, Emerald recommended changing how ESL is scheduled: rather than counting ESL as the student’s ELA credit, the district would offer stand-alone English language development in grades 9–10 while students also attend ELA with monolingual peers and receive co-teaching supports. The presenter described expanded professional development (SEI-focused training) and bilingual vocational supports for newcomers as part of the implementation plan.
Committee members asked about absenteeism and staffing. Mr. Clement sought absentee data for ELs; staff said district chronic absenteeism is roughly in line with state averages (Mr. Pay later displayed the dashboard with a roughly 7% chronic absenteeism figure). Members praised the report and the work of teachers and advisers, including SkillsUSA recognition noted later in the meeting.
The superintendent and academic staff said the schedule redesign will be considered over the next two years and will require prioritized staffing, co-planning time and targeted professional development.
