(aasd) english language learners (ell)
TRANSCRIPT
Appleton Area School District (AASD)
English Language Learners (ELL)
and
Bilingual Education
Report to Parents and Community
2010-11 and 2011-12 Revised 12/31/12
2
ELL and Bilingual Education Report to Parents and the Community
Table of Contents .............................................................................................................. p.2
Background Information .................................................................................................... p.3
Demographics 2011-12 ..................................................................................................... p.4
ELL Population Progress .................................................................................................. p.5
ELL Population Refusal of Services .................................................................................. p.6
ACCESS and WKCE Achievement Data .......................................................................... p.7
WKCE Scores for Former/ Exited Students — Grades 4, 8 and 10 Reading .................... p.8
Progress Report: MAP Reading Level ELL/Exited Students ............................................. p.9-10
Progress Report: MAP Math Level ELL/Exited Students .................................................. p.11-12
Progress Report: Graduation ............................................................................................ p.13
General Information .......................................................................................................... p.14
Definitions of Terms ELL – English Language Learner. (English is not their first language.)
English Language Levels – the ability to listen, speak, read and write English. Level 1 is a beginning level ELL
student and Level 5 is the most advanced ELL student before exiting.
ACCESS – English language test for all ELL students, Levels 1-4.9. All ELL students at Levels 1 to 4.9 are required
by Wisconsin State Statutes to take the ACCESS exam. Students scoring 6.0 in grades K-12 are eligible for exit. Students scoring
5.0 or higher with a Literacy Score of 5.0 or higher in grades 4-12 are also eligible for exit.
Title III – Legislation that covers ELL students in the Elementary and Secondary Education Act.
AMAO – Annual Measurable Achievement Objective. There are 3 major objectives/ goals for ELL students
based on their performance on standardized testing. This is legislated by Title III.
WKCE-CRT – Wisconsin Knowledge and Concepts Exam - Criterion Referenced Test. A series of exams that are
given to all students in Wisconsin.
Exited - ELL students who reached a composite score of 6.0 on a standardized ELL assessment in grades K-12. Also, ELL stu-
dents who reached 5.0 or higher with a Literacy Score of 5.0 or higher in grades 4-12 may be considered for exit. Other factors
will also be considered for FULL exit from the ELL Program.
Refusal of Service - ELL students who have refused direct ELL classroom instruction. These students are still
tested with the ACCESS exam.
FTE – Full-time Equivalency. These letters indicate how the school district identifies the number of teachers
and interpreters and the amount of time that they work.
Special Education and ELL - Describes ELL students with an Individual Education Plan (IEP)
Cohort – A group or category of students.
MAP — Measure of Academic Progress— Computer-based reading and mathematics exams given to students in
grades 1-9.
3
Dear Readers, The English Language Learning (ELL)/Bilingual Education Report to the Community is our attempt to bring Appleton Area School District ELL program information to parents, staff, and the community. This report provides a look at our ELL school population by grade level, lan-guage level, and disability status. In addition, this report also contains detailed information about the performance of ELL students on state-wide standardized testing in 3 areas, English lan-guage development, reading and mathematics. Based on Title III guidelines, English Language Learners are evaluated in 3 major areas called Annual Measurable Achievement Objectives (AMAO’s):
AMAO # 1 – Progress: District ELL students must make progress in their knowledge and skills in the English language. This progress is measured by a language assessment called ACCESS. All ELL students take this assessment on an annual basis.
AMAO #2 – Exit: A percentage of the district’s ELL students must also achieve full English
fluency and exit the ELL/ Bilingual Education program at a rate determined by Title III guidelines (8.0%). The exit rate is also measured by the ACCESS language assessment.
AMAO #3 – Performance on State Testing: A percentage of the district’s ELL students
must perform at proficient/ advanced levels in reading and mathematics on the Wisconsin Knowledge and Concepts-Criterion Referenced Test (WKCE-CRT).
Standardized testing provides important objective data about the success rate of ELL students in our schools. I have included both MAP Reading and Math achievement data for ELL and exit-ed students. However, this testing information only tells part of the learning story for our stu-dents. The ability to master English conversational language may occur in a relatively short peri-od of time. The greater challenge is the development of strong academic language. To achieve proficient academic language, our students require sufficient time, a focused attitude, support from school, family, and community. When all of these elements come together, we have seen fantastic results with our district’s ELL students. One example is listed on page 9 of this report. As a group, ELL students who have exited the ELL program outperformed ALL students in 4th, 8th, and 10th grade on the WKCE exam in reading in 2011-12. We recognize that there is a lot of information in this report, and some of it requires more dia-logue and explanation. Please feel free to contact me at 832-1729 or by email, [email protected], and I will do my best to provide further explanation or place you in touch with other key resource people in the district. For families who require Spanish lan-guage support, feel free to call Mayra Pasayes, Hispanic/Latino Cultural Support Specialist, at 832-4882, or for assistance in Hmong, call Ger Vang, Special Education/ELL Support Specialist, 832-6103. Thank you, Bill Curtis, ELL/Bilingual Education Coordinator, Appleton Area School District
4
AA
SD
Dem
og
rap
hic
s—
20
11-1
2 S
ch
oo
l Y
ea
r
EL
L S
tud
en
ts R
ece
ivin
g S
pe
cia
l E
du
ca
tio
n S
erv
ice
s
*Oth
er
lan
gua
ges to inclu
de b
ut
not
limited to
Bosnia
n,
Ch
inese,
Dutc
h,
Tam
il, T
ele
gu,
etc
.
E
nro
llm
en
t #
of
stu
den
ts %
based
on
to
tal
# o
f E
LL
stu
-d
en
ts b
y g
rad
e
lev
el
Ele
me
nta
ry S
ch
oo
l L
eve
l
Gra
des K
-6
907
168
18.5
2%
Mid
dle
Sc
ho
ol L
eve
l G
rad
es
7-8
154
35
22.7
3%
Hig
h S
ch
oo
l L
eve
l
Gra
des 9
-12
162
47
29.0
1%
To
tals
1223
250
20.4
4%
En
roll
me
nt
Rec
eiv
ing
EL
L S
erv
ice
s
Lan
gu
ag
e -
% H
mo
ng
Lan
gu
ag
e -
% S
pan
ish
Lan
gu
ag
e -
% O
the
r L
an
gu
ag
e *
Ele
me
nta
ry S
ch
oo
l L
eve
l
Gra
des K
-6
# o
f S
tu-
den
ts
% b
ased o
n t
ota
l # o
f E
LL
stu
de
nts
b
y g
rade le
ve
l # o
f S
tu-
den
ts
% b
ased o
n t
ota
l # o
f E
LL
stu
de
nts
b
y g
rade le
ve
l # o
f S
tu-
den
ts
% b
ased o
n t
ota
l # o
f E
LL
stu
de
nts
b
y g
rade le
ve
l
▪
EL
L
907
483
53.2
5%
359
39.5
8%
65
7.1
7%
●
No
n-E
LL
6879
Mid
dle
Sc
ho
ol L
eve
l
Gra
des 7
-8
% b
ased o
n t
ota
l # o
f E
LL
stu
de
nts
b
y g
rade le
ve
l
% b
ased o
n t
ota
l # o
f E
LL
stu
de
nts
b
y g
rade le
ve
l
% b
ased o
n t
ota
l # o
f E
LL
stu
de
nts
b
y g
rade le
ve
l
▪
EL
L
154
83
53.9
%
60
38.9
6%
11
7.1
4%
● N
on-E
LL
2060
Hig
h S
ch
oo
l L
eve
l
Gra
des 9
-12
% b
ased o
n t
ota
l # o
f E
LL
stu
de
nts
b
y g
rade le
ve
l
% b
ased o
n t
ota
l # o
f E
LL
stu
de
nts
b
y g
rade le
ve
l
% b
ased o
n t
ota
l # o
f E
LL
stu
de
nts
b
y g
rade le
ve
l
▪
EL
L
162
85
52.4
7%
62
38.2
7%
15
9.2
6%
● N
on-E
LL
4387
To
tals
▪ E
LL
1223
651
53.2
3%
481
39.3
3%
91
7.4
4%
●
No
n-E
LL
1332
6
5
To
tal
AA
SD
EL
L P
op
ula
tio
n—
Rec
eiv
ing
EL
L S
erv
ice
s o
r E
xit
ed
20
11
-12
Sc
ho
ol Y
ea
r
Lan
gu
ag
e
Leve
ls
Des
cri
pti
on
E
lem
en
tary
Mid
dle
Sc
ho
ol
Hig
h S
ch
oo
l
# o
f S
tu-
den
ts
% *
#
of
Stu
-
den
ts
% *
# o
f S
tu-
den
ts
% *
1
Th
e s
tude
nt
und
ers
tand
s a
nd
sp
eaks a
fe
w E
ng
lish
wo
rds o
r p
hra
ses.
110
12.1
3%
3
1.9
5%
6
3.7
%
2
Th
e s
tude
nt
und
ers
tand
s a
nd
sp
eaks c
onve
rsatio
na
l a
nd
aca
-d
em
ic E
ng
lish
with
difficu
lty.
Th
e s
tude
nt u
nd
ers
tand
s p
art
s o
f le
sson
s a
nd
sim
ple
dire
ctio
ns.
Re
ad
ing
and w
ritin
g s
kill
s a
re
at
a b
eg
innin
g le
ve
l, w
ell
belo
w g
rade le
ve
l.
94
10.3
6%
7
4.5
5%
11
6.7
9%
3
Th
e s
tude
nt
und
ers
tand
s a
nd
sp
eaks c
onve
rsatio
na
l a
nd
aca
-d
em
ic E
ng
lish
with
incre
asin
g s
kill
s a
nd
flu
en
cy. R
ead
ing
and
writin
g s
kill
s a
re d
eve
lopin
g,
and t
he s
tuden
t ca
n d
em
onstr
ate
a
cad
em
ic k
now
ledg
e w
ith
su
pp
ort
, b
ut still
belo
w g
rade
leve
l.
317
34.9
5%
49
31.8
2%
33
20.3
7%
4
Th
e s
tude
nt
und
ers
tand
s a
nd
sp
eaks c
onve
rsatio
na
l E
ng
lish
w
ith
ou
t d
ifficu
lty. T
he s
tud
en
t u
nd
ers
tands, sp
eaks a
nd
uses
acad
em
ic E
ng
lish
with
so
me
difficu
lty.
Re
ad
ing
an
d w
ritin
g a
re
imp
rovin
g, b
ut th
e s
tuden
t still
nee
ds h
elp
to
ach
ieve
at g
rade
leve
l.
283
31.2
%
72
46.7
5%
81
50%
5
Th
e s
tude
nt
und
ers
tand
s a
nd
sp
eaks c
onve
rsatio
na
l a
nd
aca
-d
em
ic E
ng
lish
we
ll. R
ead
ing
and w
ritin
g s
kill
s a
re c
lose
to
g
rade
leve
l. T
he s
tude
nt n
ee
ds s
om
e a
ca
dem
ic s
upp
ort
.
103
11.3
6%
23
14.9
4%
31
19.1
4%
Su
bto
tals
907
N
/A
154
N
/A
162
N
/A
Ex
ite
d f
rom
AC
CE
SS
Te
sti
ng
6 (
Exite
d)
Th
e s
tude
nt
wa
s a
n E
LL s
tude
nt a
nd
is n
ow
En
glis
h p
roficie
nt.
Th
e s
tude
nt
und
ers
tand
s,
sp
eaks, re
ad
s,
and w
rite
s E
ng
lish
w
ell
and
exp
resse
s c
om
ple
x t
hin
kin
g in
Eng
lish
in
aca
dem
ic
cla
sses a
t o
r a
bo
ve
gra
de
leve
l.
207
18.5
8%
122
44.2
%
445
73.3
1%
Tota
ls
1,1
14
N
/A
276
N
/A
607
N
/A
* In
dic
ate
s p
erc
enta
ge b
ased o
n n
um
ber
of
ELL
stu
de
nts
at e
ach
ELL le
ve
l.
12
23
To
tal
EL
L
stu
de
nts
1997
To
tal E
LL
stu
de
nts
w
ith
exite
d
stu
de
nts
.
77
4
To
tal
exite
d
EL
L
stu
de
nts
6
To
tal
AA
SD
EL
L P
op
ula
tio
n—
Refu
sa
l o
f E
LL
Se
rvic
es
20
11
-12
Sc
ho
ol Y
ea
r
Lan
gu
ag
e
Leve
ls
Des
cri
pti
on
Mid
dle
Sc
ho
ol
Hig
h S
ch
oo
l
Ele
me
nta
ry
# o
f S
tu-
den
ts
% *
# o
f S
tu-
den
ts
% *
# o
f S
tu-
den
ts
% *
1
The
stu
den
t un
de
rsta
nd
s a
nd
spe
aks a
fe
w E
nglis
h w
ord
s o
r p
hra
se
s.
15
12%
1
3.3
3%
5
15.1
5%
2
The
stu
den
t un
de
rsta
nd
s a
nd
spe
aks c
on
ve
rsationa
l a
nd
ac-
ad
em
ic E
nglis
h w
ith
difficu
lty. T
he s
tud
ent
und
ers
tand
s p
art
s
of
lesson
s a
nd
sim
ple
dire
ctio
ns.
Re
ad
ing a
nd
writin
g s
kill
s
are
at a
be
gin
nin
g le
ve
l, w
ell
be
low
gra
de
le
ve
l.
11
8.8
%
1
3.3
%
1
3.0
3%
3
The
stu
den
t un
de
rsta
nd
s a
nd
spe
aks c
on
ve
rsationa
l a
nd
ac-
ad
em
ic E
nglis
h w
ith
in
cre
asin
g s
kill
s a
nd
flu
en
cy.
Re
ad
ing
an
d w
ritin
g s
kill
s a
re d
eve
lop
ing,
an
d t
he
stu
de
nt ca
n d
em
on
-str
ate
aca
de
mic
kn
ow
led
ge
with
su
ppo
rt, bu
t still
be
low
gra
de
le
ve
l.
30
24%
8
26.6
7%
6
18.1
8%
4
The
stu
den
t un
de
rsta
nd
s a
nd
spe
aks c
on
ve
rsationa
l E
nglis
h
with
ou
t d
ifficulty.
The
stu
den
t u
nde
rsta
nd
s,
spe
aks a
nd
use
s
aca
de
mic
En
glis
h w
ith
so
me d
ifficulty.
Read
ing a
nd
writin
g
are
im
pro
vin
g,
bu
t th
e s
tud
en
t still
ne
ed
s h
elp
to
ach
ieve
at
gra
de
le
ve
l.
47
37.6
%
13
43.3
3%
15
45.4
5%
5
The
stu
den
t un
de
rsta
nd
s a
nd
spe
aks c
on
ve
rsationa
l a
nd
ac-
ad
em
ic E
nglis
h w
ell.
Re
ad
ing a
nd
writin
g s
kill
s a
re c
lose t
o
gra
de
le
ve
l. T
he
stu
den
t ne
ed
s s
om
e a
ca
dem
ic s
upp
ort
.
22
17.6
%
7
23.3
3%
6
18.1
8%
Tota
ls
125
13.7
8%
30
19.4
8%
33
20.3
7%
* In
dic
ate
s p
erc
enta
ge o
f stu
den
ts b
ased
on n
um
ber
of
ELL
stu
de
nts
at
each le
ve
l.
**T
ota
ls p
erc
enta
ges a
re b
ased o
n tota
l num
ber
of
EL
L s
tude
nts
at
the e
lem
enta
ry,
mid
dle
an
d h
igh
school le
ve
l.
18
8
To
tal
7
ACCESS Data AMAO #1 – Progress Descriptor – Academic progress criteria were calculated for each group of ELL students using ACCESS test scores from the 2011-12 school year. At least 37% of all ELL students within a district must meet the progress expectations. The overall tar-
get for AMAO #1- Progress is .4 gain for all district ELL students.
__________________________________________________________________________________________________________
Determination AMAO #1
Met Progress Target Yes
ACCESS Data AMAO #2 – Exit Descriptor – Based on data derived from the 2011-12 ACCESS test results, at least 8.0% of all eligible ELL students at
level 5 must exit the ELL program by progressing to level 5.0 or above. Twelfth grade ELL students in 2011-12 and ELL stu-dents who have transferred to the Appleton Area School District in 2011-12 are not eligible to attain an exit level of 5.0or higher and are not counted toward the 5.0% attainment.
Exit Rate Formula ELL exit rate is calculated as: 100% of students who achieve ELL level 5.0 or higher 100% of students eligible to achieve level 5.0 or higher
Determination AMAO #2
Met Exiting Target Yes
__________________________________________________________________________________________________________
AMAO #3 - WKCE Results in Reading & Mathematics @ Gr. 4, 8, & 10
Descriptor – This data represents ELL student performance on the reading portion of the Wisconsin Knowledge and Concepts Exam (WKCE-CRT) at grades 4, 8, and 10. District performance for AYP (Annual Yearly Progress) was based on the expectation that students would reach proficient and advanced at a rate of 80.5% in reading and 68.5% in mathematics for 2011-12.
Determination AMAO #3
Met Reading Target Yes
Met Mathematics Target Yes
Making progress in learning English
based on ACCESS for ELLs® composite scores
School Year
Target Progress Rate (Percent At or Above 0.4 Gain Criteri-
on) AASD Progress Rate
2010-11 35% 55%
2011-12 37% 54%
2012-13 39%
2013-14 41%
Attaining English language proficiency
based on number of ACCESS for ELLs® composite scores of 5.0 or above divided by all ELLs enrolled in the district
School Year Proficiency Rate Required AASD Exit Rate
2010-11 5.0% 26.0%
2011-12 8.0% 27.0%
2012-13 9.5%
2013-14 11.0%
8
WK
CE
Resu
lts i
n R
ead
ing
@
Gr.
4, 8, &
10
2011
-12
E
xit
ed
Stu
den
ts
Des
cri
pto
r –
Th
is d
ata
rep
resen
ts E
xite
d E
LL s
tude
nt p
erf
orm
an
ce
on
th
e r
ea
din
g p
ort
ion
of
the
Wis
co
nsin
K
no
wle
dge
an
d C
on
cep
ts E
xa
m (
WK
CE
-CR
T)
at
gra
de
s 4
, 8,
an
d 1
0.
It s
hou
ld b
e n
ote
d t
ha
t E
xite
d E
LL
stu
de
nts
ou
t-p
erf
orm
ed
En
glis
h p
roficie
nt
stu
de
nts
at
all
leve
ls in 2
01
1-1
2.
Dis
tric
t-w
ide
pe
rcen
tage
of
Exite
d E
LL
stu
dents
wh
o a
ch
ieve
d p
roficie
nt a
nd a
dva
nced
(re
pre
se
nts
accum
ula
ted
nu
m-
be
rs o
f E
xite
d s
tud
ents
)
4
th G
rad
e
4
th—
8th G
rad
e
4
th—
10
th G
rade
Pro
f. &
Ad
v.
(Exite
d E
LL
Stu
den
ts L
-5.5
or
↑)
2
9
21
9
29
0
Exite
d (
EL
L S
tud
en
ts L
-5.5
or
↑)
29
22
6 (
29 +
197)
3
05
(2
26
+ 7
9)
P
erc
en
t P
roficie
nt
1
00
%
9
7%
9
5%
Dis
tric
t-w
ide
p
erc
en
tage
of
En
glis
h-
sp
ea
kin
g,
EL
L, a
nd
exite
d
EL
L s
tude
nts
.
E
ng
E
LL
K-4
Exited
ELL (
N=
29
stu
dents
)
58
%
84
%
10
0%
E
ng
K
-8 E
xited
ELL (
N=
226
stu
dents
)
52
%
90
%
97
%
E
ng
E
LL
K-1
0 E
xited
ELL (
N=
305
stu
dents
)
17%
84
%
95
%
9
Descriptor: District MAP Reading scores reveal a comparison between ELL students, English-speaking students, and a national group of students. On this measure, the average number of ELL students made more progress in RIT points than the average number of district English-speaking students in 6 out of 8 grade levels (compare Column A with Column B). ELL students made the same amount of progress in the 2 other grades. It should also be noted that the group members of the ELL classification are constantly changing as higher level students exit from ELL and are replaced by new ELL students often at a lower language level.
District MAP Reading Assessments Progress Report Fall '11 - Spring '12 RIT Point Growth
Focus: Comparison of ELL/ English-Speaking/ National Norms
A.) B.)
RIT -
AASD ELL Students
Growth Measure RIT - ELL
RIT - AASD English Speaking Students
Growth Measure RIT - Eng-
lish RIT - National Norm Group
Growth Measure RIT - Na-
tional
Grade Level
# of Stu-dents Fall 2011
Spring 2012
Spring 2012
# of Stu-dents Fall 2011
Spring 2012
Spring 2012 Fall 2011
Spring 2012
Spring 2012
2 158 170 177 7 870 183 189 6 176 190 14
3 146 183 189 6 812 197 201 4 190 199 9
4 90 188 191 3 847 203 206 3 200 207 7
5 95 193 196 3 823 211 214 3 207 212 5
6 103 199 203 4 895 217 219 2 212 216 4
7 88 205 209 4 946 221 224 3 216 219 3
8 70 207 210 3 969 225 227 2 219 222 3
9 20 200 203 3 770 228 230 2 221 223 2
2
3
3
4
5
7
9
14
2
2
3
2
3
3
4
6
3
3
4
4
3
3
6
7
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Gr 9
Gr 8
Gr 7
Gr 6
Gr 5
Gr 4
Gr 3
Gr 2
ELL Students
ENG Speaking
National
Figure 1
10
Descriptor: District MAP Reading scores reveal a comparison between exited ELL students, English-speaking students, and a national group of students. On this measure, the average number of exited ELL students made more progress in RIT points than the average number of English-speaking students in 3 out of 8 grade levels (compare Column A with Column B). Exited ELL students made the same amount of progress in the 2 other grades. In grades 4, 6, and 9 the exited ELL group made less progress than their English-speaking peers. It should also be noted that the average number of group members of the exited ELL classification started and finished at the same or higher RIT score at all grade levels.
District MAP Reading Assessments Progress Report Fall '11 - Spring '12 RIT Point Growth
Focus: Comparison of Exited ELL/ English-Speaking/ National Norms
A.) B.)
RIT -
AASD Exited ELL Students
Growth Measure RIT - ELL
RIT - AASD English Speaking Students
Growth Measure RIT - Eng-
lish RIT - National Norm Group
Growth Measure RIT - Na-
tional
Grade Level
# of Stu-dents Fall 2011
Spring 2012
Spring 2012
# of Stu-dents Fall 2011
Spring 2012
Spring 2012 Fall 2011
Spring 2012
Spring 2012
2 6 191 198 7 870 183 189 6 176 190 14
3 18 199 206 7 812 197 201 4 190 199 9
4 57 202 204 2 847 203 206 3 200 207 7
5 56 209 212 3 823 211 214 3 207 212 5
6 59 218 219 1 895 217 219 2 212 216 4
7 64 222 225 3 946 221 224 3 216 219 3
8 63 223 226 3 969 225 227 2 219 222 3
9 78 222 222 0 770 228 230 2 221 223 2
2
3
3
4
5
7
9
14
2
2
3
2
3
3
4
6
0
3
3
1
3
2
7
7
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Gr 9
Gr 8
Gr 7
Gr 6
Gr 5
Gr 4
Gr 3
Gr 2
ELL - Exited
ENG Speaking
National
Figure 2
11
Descriptor: District MAP Math scores reveal a comparison between ELL students, English-speaking students, and a national group of students. On this measure, the average number of ELL students made more progress in RIT points than the average number of district English-speaking students in 2 of 8 grade levels (compare Column A with Column B). ELL students made the same amount of progress in the 1 other grade. In grades 2, 3, 4, 6, and 9, the ELL group made less progress than their English-speaking peers. It should also be noted that the group members of the ELL classification are constantly changing as higher level students exit from ELL and are replaced by new ELL students often at a lower language level.
District MAP Math Assessments Progress Report Fall '11 - Spring '12 RIT Point Growth
Focus: Comparison of ELL/ English-Speaking/ National Norms
A.) B.)
RIT -
AASD ELL Students
Growth Measure RIT - ELL
RIT - AASD English Speaking Students
Growth Measure RIT - Eng-
lish RIT - National Norm Group
Growth Measure RIT - Na-
tional
Grade Level
# of Stu-dents Fall 2011
Spring 2012
Spring 2012
# of Stu-dents Fall 2011
Spring 2012
Spring 2012 Fall 2011
Spring 2012
Spring 2012
2 161 176 183 7 871 184 192 8 178 191 13
3 145 187 194 7 803 198 206 8 192 203 11
4 92 192 198 6 847 207 214 7 204 213 9
5 95 199 205 6 821 218 224 6 213 221 8
6 108 209 214 5 893 224 230 6 220 226 6
7 89 214 219 5 937 230 234 4 226 231 5
8 68 218 222 4 967 237 240 3 230 234 4
9 24 209 212 3 810 240 244 4 234 236 2
2
4
5
6
8
9
11
13
4
3
4
6
6
7
8
8
3
4
5
5
6
6
7
7
0 1 2 3 4 5 6 7 8 9 10 11 12 13
Gr 9
Gr 8
Gr 7
Gr 6
Gr 5
Gr 4
Gr 3
Gr 2
ELL Students
ENG Speaking
National
Figure 3
12
Descriptor: District MAP Math scores reveal a comparison between exited ELL students, English-speaking students, and a national group of students. On this measure, the average number of exited ELL students made more progress in RIT points than the average number of English-speaking students in 4 out of 8 grade levels (compare Column A to Column B). Exited ELL students made the same amount of progress in 1 grade. In grades 2, 3, and 9, the exited ELL group made less progress than their English-speaking peers. It should also be noted that the average number of group members of the exited ELL classification started and finished at the same or higher RIT score at all grade levels.
District MAP Math Assessments Progress Report Fall '11 - Spring '12 RIT Point Growth
Focus: Comparison of Exited ELL/ English-Speaking/ National Norms
A.) B.)
RIT -
AASD Exited ELL Students
Growth Measure RIT - ELL
RIT - AASD English Speaking Students
Growth Measure RIT - Eng-
lish RIT - National Norm Group
Growth Measure RIT - Nor-
mal
Grade Level
# of Stu-dents Fall 2011
Spring 2012
Spring 2012
# of Stu-dents Fall 2011
Spring 2012
Spring 2012 Fall 2011
Spring 2012
Spring 2012
2 6 184 189 5 871 184 192 8 178 191 13
3 18 201 208 7 803 198 206 8 192 203 11
4 57 205 213 8 847 207 214 7 204 213 9
5 56 215 223 8 821 218 224 6 213 221 8
6 59 226 232 6 893 224 230 6 220 226 6
7 64 231 236 5 937 230 234 4 226 231 5
8 63 236 240 4 967 237 240 3 230 234 4
9 86 232 233 1 810 240 244 4 234 236 2
2
4
5
6
8
9
11
13
4
3
4
6
6
7
8
8
1
4
5
6
8
8
7
5
0 1 2 3 4 5 6 7 8 9 10 11 12 13
Gr 9
Gr 8
Gr 7
Gr 6
Gr 5
Gr 4
Gr 3
Gr 2
ELL - Exited
ENG Speaking
National
Figure 4
13
Pro
gre
ss R
epo
rt f
or
ELL
Stu
de
nts
P
rofi
le o
f G
rad
ua
tio
n R
ate
s f
or
Hm
on
g a
nd
La
tin
o S
tud
en
ts
Gra
du
ati
on
Ye
ar
Sen
ior
Stu
den
ts
Gra
du
ate
s b
y S
ch
oo
l N
um
ber
in C
olle
ge
Nu
mb
er
in T
ec
hn
ical
Co
lleg
e
Wo
rkfo
rce
Un
decid
ed
/ M
oved
/
Milit
ary
W
ith
dra
wn
Retu
rn t
o H
S (
Cre
dit
Defi
cie
nt)
H
isp
an
ic
Hm
on
g
His
pan
ic
H
mo
ng
H
isp
an
ic
Hm
on
g
His
pan
ic
Hm
on
g
His
pan
ic
Hm
on
g
His
pan
ic
Hm
on
g
His
pan
ic
Hm
on
g
His
pan
ic
Hm
on
g
E
ast
13
East
12
25
East
6
10
East
3
5 E
ast
2
5 E
ast
1
5 E
ast
0
1 E
ast
1
8
200
6
No
rth
19
No
rth
14
35
No
rth
3
17
No
rth
7
14
No
rth
3
2 N
ort
h
1
2 N
ort
h
4
4 N
ort
h
1
2
W
est
8
W
est
7
20
West
5
7 W
est
0
3 W
est
2
6 W
est
0
4 W
est
0
1 W
est
1
3
T
ota
l 40
99
To
tal
33
80
To
tal
14
34
To
tal
10
22
To
tal
7
13
To
tal
2
11
To
tal
4
6 T
ota
l 3
13
82.5
%
80.8
%
35.0
%
34.3
%
25.0
%
22.2
%
17.5
%
13.1
%
5.0
%
11.1
%
10.0
%
6.1
%
7.5
%
13.1
%
200
7
East
6
E
ast
3
28
East
0
14
East
3
4 E
ast
0
3 E
ast
1
7 E
ast
0
2 E
ast
2
0
No
rth
22
No
rth
16
29
No
rth
7
12
No
rth
4
9 N
ort
h
4
5 N
ort
h
1
3 N
ort
h
0
1 N
ort
h
6
4
West
8
W
est
7
34
West
3
17
West
1
13
West
3
2 W
est
0
6 W
est
0
1 W
est
1
2
To
tal
36
101
To
tal
26
91
To
tal
10
43
To
tal
8
26
To
tal
7
10
To
tal
2
16
To
tal
0
4 T
ota
l 9
6
72.2
%
90.1
%
27.8
%
42.6
%
22.2
%
25.7
%
19.4
%
9.9
%
5.6
%
15.8
%
0.0
%
4.0
%
25.0
%
5.9
%
200
8
East
10
East
9
32
East
3
12
East
4
8 E
ast
1
7 E
ast
1
5 E
ast
0
0 E
ast
1
3
No
rth
17
No
rth
13
35
No
rth
6
11
No
rth
1
16
No
rth
5
4 N
ort
h
1
4 N
ort
h
2
0 N
ort
h
2
5
West
12
West
8
37
West
5
18
West
2
5 W
est
0
7 W
est
1
7 W
est
1
3 W
est
3
2
To
tal
39
117
To
tal
30
104
To
tal
14
41
To
tal
7
29
To
tal
6
18
To
tal
3
16
To
tal
3
3 T
ota
l 6
10
76.9
%
88.9
%
35.9
%
35.0
%
17.9
%
24.8
%
15.4
%
15.4
%
7.7
%
13.7
%
7.7
%
2.6
%
15.4
%
8.5
%
200
9
East
21
32
East
16
27
East
5
12
East
9
5 E
ast
2
4 E
ast
0
6 E
ast
0
0 E
ast
5
5
No
rth
12
54
No
rth
12
51
No
rth
4
12
No
rth
6
24
No
rth
1
8 N
ort
h
1
7 N
ort
h
0
0 N
ort
h
0
3
West
24
46
West
19
43
West
5
24
West
9
10
West
4
3 W
est
1
4 W
est
0
2 W
est
5
3
To
tal
57
132
To
tal
47
121
To
tal
14
48
To
tal
24
39
To
tal
7
15
To
tal
2
17
To
tal
0
2 T
ota
l 10
11
82.5
%
91.7
%
24.6
%
36.4
%
42.1
%
29.5
%
12.3
%
11.4
%
3.5
%
12.9
%
0.0
%
1.5
%
17.5
%
8.3
%
201
0
East
22
45
East
17
41
East
7
17
East
6
18
East
3
4 E
ast
1
2 E
ast
2
1 E
ast
3
3
No
rth
17
41
No
rth
14
36
No
rth
3
14
No
rth
6
8 N
ort
h
5
6 N
ort
h
1
8 N
ort
h
1
2 N
ort
h
1
3
West
19
39
West
19
35
West
5
20
West
4
6 W
est
6
6 W
est
4
3 W
est
0
2 W
est
0
2
Cen
t.
0
3 C
en
t.
0
0 C
en
t.
0
0 C
en
t.
0
0 C
en
t.
0
0 C
en
t.
0
0 C
en
t.
0
1 C
en
t.
0
2
To
tal
58
128
To
tal
50
112
To
tal
15
51
To
tal
16
32
To
tal
14
16
To
tal
6
13
To
tal
3
6 T
ota
l 4
10
86.2
%
87.5
%
25.9
%
39.8
%
27.6
%
25.0
%
24.1
%
12.5
%
10.3
%
10.2
%
5.2
%
4.7
%
6.9
%
7.8
%
201
1
East
32
42
East
23
39
East
8
19
East
11
11
East
4
5 E
ast
0
4 E
ast
2
0 E
ast
7
3
No
rth
24
35
No
rth
19
28
No
rth
8
11
No
rth
7
9 N
ort
h
3
7 N
ort
h
1
1 N
ort
h
2
1 N
ort
h
3
6
West
24
39
West
18
35
West
9
18
West
7
12
West
2
3 W
est
0
2 W
est
1
2 W
est
5
2
Cen
t.
0
5 C
en
t.
0
2 C
en
t.
0
0 C
en
t.
0
0 C
en
t.
0
0 C
en
t.
0
2 C
en
t.
0
0 C
en
t.
0
3
To
tal
80
121
To
tal
60
104
To
tal
25
48
To
tal
25
32
To
tal
9
15
To
tal
1
9 T
ota
l 5
3 T
ota
l 15
14
75.0
%
86.0
%
31.3
%
39.7
%
31.3
%
26.4
%
11.3
%
12.4
%
1.3
%
7.4
%
6.3
%
2.5
%
18.8
%
11.6
%
201
2
East
25
38
East
18
36
East
5
22
East
10
5 E
ast
3
3 E
ast
1
6 E
ast
3
1 E
ast
3
1
No
rth
18
59
No
rth
16
51
No
rth
7
23
No
rth
6
9 N
ort
h
2
12
No
rth
1
7 N
ort
h
1
2 N
ort
h
1
6
West
33
38
West
25
37
West
8
22
West
11
9 W
est
2
5 W
est
4
1 W
est
2
1 W
est
6
0
Cen
t.
0
6 C
en
t.
0
3 C
en
t.
0
0 C
en
t.
0
1 C
en
t.
0
1 C
en
t.
0
2 C
en
t.
0
1 C
en
t.
0
1
To
tal
76
141
To
tal
59
127
To
tal
20
67
To
tal
27
24
To
tal
7
21
To
tal
6
16
To
tal
6
5 T
ota
l 10
8
77.6
%
90.1
%
26.3
%
47.5
%
35.5
%
17.0
%
9.2
%
14.9
%
7.9
%
11.3
%
7.9
%
3.5
%
13.2
%
5.7
%
14
General Information—2011-12
Program Types Elementary Level -Program Models Used– ELL Content-Based Instruction, Transitional Bilingual Middle Level - Program Models Used– ELL Content-Based Instruction, Sheltered Content Classes High School Level - Program Models Used– ELL Content-Based Instruction, Sheltered Content Classes Goals The ELL/Bilingual Education staff at each ELL school site will develop an annual Continuous School Improvement Plan (CSIP) specifically related to the Appleton Area School District’s Board of Education goals in Reading and Writing. This plan will be integrated with the general CSIP plan at each ELL school site, and it will specifically target interventions to support ELL students.
School Teacher FTE Interpreter FTE
Badger 1.5 1.0 - Spanish
Columbus 0.5 1.0 - Hmong
Edison 1.0 1.0 - Hmong
Ferber 2.0 1.0 - Hmong
Foster 2.0 2.0 – Hmong
Franklin 1.4 1.0 – Hmong 0.5 – Spanish
Highlands
2.5
1.0 - Hmong 1.0 - Spanish
Horizons
2.5
1.0 - Hmong 1.0 - Spanish
Jefferson
1.0
0.5 – Hmong 0.5 – Spanish
Johnston
2.0
1.0 – Hmong 0.5 – Spanish
Lincoln
1.4
1.0 – Hmong 0.5 – Spanish
McKinley / McKinley Newcomers
2.0
1.0 – Hmong 1.0 – Spanish
Madison Middle
2.0
1.0 – Hmong 1.0 – Spanish
Roosevelt Middle
1.0
1.0 – Hmong 0.5 – Spanish
Wilson Middle
1.4
1.0 – Hmong 1.0 – Spanish
East High 1.0
1.0 – Hmong 1.0 – Spanish
North High
1.6
1.0 – Hmong 1.0 – Spanish
West High
1.0
0.5 – Hmong 1.0 – Spanish Latino
Support
ELL Diagnostician 0.3
Total 27.6 27.5
Hmong Literacy 1.0