The Springdale School District’s objectives are that:
1. Students will attain full English proficiency, gaining one proficiency level each year, as measured by the English Language Development Assessment (ELDA).
2. Students will achieve grade level academic performance as measured by the Arkansas Benchmark and End of Course Assessments.
English Language Proficiency Growth
The Springdale District’s objective is for 100% of ELLs to grow one English proficiency level every school year.
In 2011-2012, approximately 32.2%
of students in grades K-12 met this goal. Figure 11 indicates students growing one level or more as measured by the ELDA. Only students having two consecutive years of ELDA data are included.
Figure 11: District ELL Growth by Composite Score
Figures 12, 13, 14 and 15 represent students’ growth according to English language level and grade span. At the elementary school level, the largest group of students to show growth was ELL 2s, with 484 students progressing to level 3 or higher.
Figure 12: Grades K-5 ELL Grow
Tested Showed
Student count 804 365 1808 713 2107 930 2887 441 7606 2449
0
District ELL Growth by Composite Score ELDA Spring 2012
45.4%
Grades K-5 491 275 1433 484 1404 422 1264 105 4592 1286
0
District ELL Growth by Composite Score for Grades K-5 ELDA Spring 2012
At the middle school level, the
greatest number of students to show growth was ELL 3s, with 226 students progressing to level 4.
Figure 13: Grades 6-7 ELL Growth
At the junior high level, the greatest number of students to show growth was ELL 3s, with 161 students progressing to level 4 or higher.
Figure 14: Grades 8-9 ELL Growth
At the high school level, the greatest number of students to show growth was ELL 4s, with 171 students progressing to level 5.
Grades 6-7 89 32 160 105 295 226 672 52 1216 415
0
District ELL Growth by Composite Score for Grades 6-7 ELDA Spring 2012
District ELL Growth by Composite Score for Grades 8-9 ELDA Spring 2012
District ELL Growth by Composite Score for Grades 10-12 ELDA Spring 2012
Long-Term English Language Learners
Long-term ELLs have attended school in the United States for six or more years, therefore, long-term ELLs include students in grades 6-12 only. Students designated as long-term are not making the expected growth of one English language proficiency level each year.
Figure 16 shows that 76.7% of ELLs in grades 6-12 are long-term. The highest percentage of long-term students is at the middle school level, with 81.3% of ELLs considered long-term.
Figure 17 indicates the Springdale School District’s long-term ELLs by level. Sixty-three percent of long term ELLs in our district are level 4 or 5 according to the ELDA. The remaining thirty-seven percent continue to score at a level 1, 2 or 3.
Figure 18 indicates the number of students at each English proficiency level and the number of years the students have been in U.S. schools. Of the 2,262 secondary students who have been identified as long-term, 1,734 have been in the U.S. for 8 or more years.
Figure 16 and 17: ELLs in U.S. Schools for Six or More Years Consecutively by Grade Span and Level
Figure 18: ELLs in U.S. Schools for Six or More Years Consecutively by ELL Level
Long Term ELLs 2012-2013
Middle School Junior High High School Total Grades 6-12
ELL 6+ years 1077 928 982 2987
Total ELLs 1324 1181 1390 3895
Percent of ELL Population 81.3% 78.6% 70.6% 76.7%
0
ELLs in the U.S. for Six or More Years 2012-2013
Long Term ELL Students by ELL Level 2012-2013
ELL Academic Achievement
The second objective of the Springdale School District ESOL program is that all students classified as English language learners (ELL) will attain academic proficiency. In grades 3 through 8, this can be measured by scoring proficient or advanced on the Augmented Benchmark Examinations in literacy and mathematics. Figure 19 illustrates that the percentage of ELLs scoring proficient or advanced on the Benchmark in Literacy has increased greatly over the last 5 years. In 2012, grades 3 through 5, 36.8% more ELLs demonstrated proficiency than in 2008 in Literacy. On the 2012 exam in grades 6 through 8, 38.3% more of Springdale’s ELL are demonstrating academic proficiency in literacy than in 2008. Figure 20 shows a similar trend in mathematics, with 21.17% more ELLs in the district scoring proficient or advanced on the 2012 Benchmark in mathematics than in 2008.
Figure 19: Performance on State Literacy Assessments 2008-2012
District General
Population District ELL Combined Population
3-5 ELL 3-5 Combined Population
6-8 ELL 6-8
2007-08 43.6% 46.4% 69.5% 53.1% 66.5% 37.6%
2008-09 44.2% 53.7% 72.2% 60.9% 65.0% 43.8%
0.0%
Percent Proficient or Advanced in Math Grades 3-8
Percent Proficient and Advanced
Combined General
Population District ELL Combined Population
3-5 ELL 3-5 Combined Population
6-8 ELL 6-8
2007-08 53.7% 34.8% 48.8% 38.6% 59.2% 29.7%
2008-09 63.3% 42.1% 62.3% 44.1% 64.4% 39.4%
2009-10 71.5% 55.5% 71.1% 58.8% 72.0% 51.2%
2010-11 75.3% 63.4% 76.3% 67.1% 74.3% 58.5%
2011-12 81.6% 72.1% 82.9% 75.4% 80.1% 68.0%
0.0%
Percent Proficient or Advanced in Literacy Grades 3-8
Percent Proficientand Advanced
The Arkansas End-of-Course Examinations are unique in that students included in the mathematics portion of the Benchmark exams may also be tested and counted in the Algebra I End-of-Course Examination or Geometry End-of-Course Examinations if they are taking Algebra 1 in grades 6 through 8 or Geometry in grades 8 and 9. Some students are counted in both sets of data. Figure 21 displays the district EOC data for Literacy, Algebra 1, and Geometry from 2008 until 2012.
The Grade 11 Literacy Examination is given to all students enrolled in an 11th grade English course or its equivalent who have not previously taken the Grade 11 Literacy Examination. If the student does not score at or above the proficient level on the Literacy Exam, he/she must complete remediation to earn English 11 credit. In the past 5 years, the ELL population showed an overall increase on the Grade 11 Literacy Examination from 27.8% to 30.8%.
All students enrolled in Algebra 1 in Arkansas must take and receive a passing score on the Algebra I End-of-Course Examination to obtain credit for Algebra 1 and graduate from an Arkansas high school.
Multiple opportunities for remediation and retesting are provided if a student is unsuccessful, but the student’s score is only counted in the school/district data on the first exam taken. Multiple exams are not incorporated into the current year’s data. In the past 5 years on the Algebra I End-of-Course Examination, the percentage of students classified as ELL scoring proficient or advanced has increased from 40.8% of ELLs to 69.9%. This is an increase of 29.1% in ELL’s performance.
The Geometry End-of-Course Examination is given to all students enrolled in Geometry who have not previously been tested in Geometry. If the student does not meet the passing score on the Geometry End-of-Course Examination, he/she must complete remediation before credit is granted for the Geometry course. Students are not required to retest. In Geometry, ELLs showed an overall increase of 11% for ELLs tested during the same 5 year time frame. The Grade 11 Literacy Examination in the ELL population showed an overall increase from 27.8% to 30.8% during the 5 year time frame.
Figure 21: Performance on State EOC Assessments 2008-2012
Algebra District
Combined Pop Algebra District ELL Geometry District
Combined Pop Geometry District ELL Literacy District
Combined Pop Literacy District ELL
2007-08 70.7% 40.8% 64.6% 39.1% 58.4% 27.8%
2008-09 70.6% 47.6% 71.5% 32.0% 57.2% 10.5%
2009-10 80.9% 62.2% 71.4% 42.1% 59.7% 13.8%
2010-11 76.8% 60.9% 75.8% 52.3% 61.8% 21.9%
2011-12 84.3% 69.9% 76.4% 50.1% 67.3% 30.8%
0.0%
Percent Proficient or Advanced on EOC
Percent Proficientand Advanced
Staffing and Professional Development
The district is required to ensure that all staff working with ELLs are trained in how to provide appropriate
instruction for ELLs. Staff members who serve as the primary teacher in the
alternative language program (sheltered and pull-out
classes) must have an ESOL endorsement. Figure 22 shows the number of teachers in the district who had their ESOL endorsement
The ESOL program also provides support staff to schools to ensure that the program goals and objectives are met. Figure 23 lists the numbers of staff members who serve the district.
Position Number of Staff Members
Instructional Facilitators 46
ESL Instructional Assistants 26
Bilingual Instructional Assistants 29
Community Liaisons 4
Elementary Middle School Junior High High School District Positions Total
Certified Staff 690 230 190 286 36 1432
ESOL Endorsed Staff 276 72 47 61 10 466 32.5%
ESL Academy Participants 174 39 28 41 6 288 20.1%
ELI Particpants 18 6 4 6 0 34 7.3%
Project Teach Them All Participants 22 15 10 10 2 59 4.1%
Other 62 12 5 4 2 85 5.9%