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District reports Kelpa results: 2,643 English‑learner assessments, 9% fully proficient
Summary
Diana told the board that 2,643 English‑learner students took the Kelpa last spring and that 9% scored proficient across all four domains; the district described tiered interventions, individual learning plans and newcomer programming to accelerate language development.
Diana, the district’s English‑learner lead, presented the Kansas English Language Proficiency assessment (Kelpa) results and described how the district identifies and supports English learners.
Diana said the district assessed 2,643 students and that 9% of those assessed achieved overall proficiency (a level 4 in speaking, listening, reading and writing). She noted domain differences — higher percentages in speaking and listening than in reading and writing — and emphasized that language development typically gains speaking/listening skills ahead of reading and writing.
The district explained instructional approaches in response: maintain rigorous grade‑level tier‑one instruction with built‑in scaffolds; provide elementary tier‑two language interventions ("double‑dipping" remediation plus language work); continue newcomer teams at middle school; and use leveled ESL classes at the high school. Educators said they use individualized learning plans (ILPs) to set goals, monitor progress and guide instruction for EL students.
Board members questioned whether pullout versus embedded instruction affected "speed to proficiency." Administration summarized research and local practice favoring inclusion in tier‑one instruction with targeted interventions rather than prolonged sheltered pullouts, while acknowledging tradeoffs and capacity limits for dual‑language models.
