Presentation on theme: "Acquiring English Proficiency in the Torrington Public Schools Programs, Process, and Student Progress Cheryl F. Kloczko."— Presentation transcript:
Acquiring English Proficiency in the Torrington Public Schools Programs, Process, and Student Progress Cheryl F. Kloczko
Purpose of the Presentation: Review current program for students attending the Torrington Public Schools who are acquiring English as their second language Appraise the progress these students are making in becoming proficient in English and meeting state academic performance expectations as measured by state mandated testing.
Summary of the Law for Bilingual Education The Connecticut General Statutes state that all students will have an equal opportunity to receive a suitable program of educational experiences. Therefore students, prekindegarten to adult, who are acquiring English as a second language, will be provided with programs that will allow them to:
Acquire a level of English proficiency in speaking, listening, reading and writing that will allow full participation in the mainstream academic program; Master the same content and meet the same academic performance standards expected of students whose first language is English; and Continue developing their native language and heritage as a goal that has value in its own right and in order to assist their overall language development and content learning in English.
Program Organization Available to students in all schools Bilingual programs are located in Vogel/Wetmore, Forbes, Torrington Middle School and Torrington High School Services provided through multiple formats Diverse faculty Multiple funding sources Criteria for participation
Immigrant Children and Youth Criteria for Identification Individuals who: Are ages 3 to 21; Were not born in any state or U.S. territory; and have not been attending one or more schools in any one or more states or U.S. territories for more than a total of three full academic years.
Immigration Growth and Distribution School YearTotal Number Of Immigrant Students Distribution of Students Kindergarten Distribution of Students Grades 1- 12 2007-2008814437 2008-2009865729 2009-20101016437
Impact of Distribution of Immigrant Students on the Bilingual and ELL Programs This information is critical for three reasons. It allows school district to: Plan where bilingual programs are needed within the district and make the most use of instructional resources; Design curriculum and instruction to best meet the needs of the students in order to maximize learning and therefore increase the number/percent of students who achieve English language proficiency as measured by the Language Assessment Scales (LAS Links); Determine intervention strategies needed to support students in achieving adequate yearly progress, (AYP) especially students who are members of a subgroup as identified by No Child Left Behind, (NCLB).
Determining English Language Mastery Proficiency in the Language Assessment Scales (LAS Links) Grade Level Expectations on Developmental Reading Assessment 2 Proficiency in Reading and Math on the Connecticut Master Test (CMT) Proficiency in Reading and Math on the Connecticut Academic Performance Test (CAPT)
Students Achieving Proficiency on LAS 2008-2010
Students Achieving Proficiency on CMT Reading For grades 4 and 5 in 2009 and grade 3 in 2007 the student count was less than 20.
Students Achieving Proficiency on CMT Mathematics For grade 4 in 2009 and grade 3 in 2007 the student count was less than 20.
Students Achieving Proficiency on CMT Writing For grade 4 in 2008 and grade 3 in 2007 the student count was less than 20.
Students Achieving Proficiency in English Language Mastery 2008-2010
Annual Measurable Achievement Objectives (AMAO) Districts receiving funds under Title III must meet the following three targets: Yearly progress in learning English; Attainment of English language proficiency on the Language Assessment Scales, (LAS Links); Accademic standards in English language arts and mathematics, as measured by Connecticut Mastery Test, (CMT).
AMAO Results 2006-2010 YearExpected Yearly Progress in Learning English % Making Progress Expected to Attain English Language Proficiency % Attaining Proficiency Academic Standards in English language arts and mathematics AYP Targets for Proficiency AYP 2006 - 2007 72% 97.9% 18% 41.8% 75% Reading 80% Mathematics No 2007 - 2008 80% 98% 20% 37% 79% Reading 82% Mathematics No 2008 - 2009 72% 90.8% 22% 65.8% 79% Reading 82% Mathematics No 2009 - 2010 TBD 98% TBD 68.4% 79% Reading 82% Mathematics No These percentages increase periodically with the target being 100% proficient or above by 2014.